| Summary: | 碩士 === 臺北市立師範學院 === 科學教育研究所 === 90 === Creativity is an important characteristic in science education. The ability of problem-solving is also one of the important teaching goal. The purposes of this study were as the following: (1) to investigate the influence of creative problem-solving instruction toward students’ creativity ability. (2) to investigate the influence of creative problem-solving instruction toward students’ problem-solving ability. (3) to provide suggestions for conducting creative problem-solving instruction in elementary science class.
The design of this study was a quasi-experiment with Solomon four-group design. There were four randomly assigned classes “two experiment groups and two control groups.” The experiment groups were proceeded creative problem solving instruction, and the control groups were proceeded general instruction. Finally, each group’s abilities of creativity and problem-solving were compared. The tools of the study were Williams creative thinking abilities measurement, Williams creative attitude measurement, and problem solving measurement. The teaching activities were designed depended on the steps of Parnes’s creative problem solving. According to the creative problem-solving instruction, the research designed the teaching activities. Then the researcher investigated the influence of creative problem-solving instruction on the ability of creativity and problem-solving. The results of this study were as the following:
(1)In creative thinking abilities measurement, the students of experimental group got higher scores on fluency, opening, flexibility, originality, heading and total than those of control group. However, there were no significant differences in elaboration.
(2)In creative attitude measurement, the students of experimental group got higher scores on risk taking, curiosity, imagination, and total than those of control group. However, there were no significant differences in challenge.
(3) In problem-solving measurement, the students of experimental group got higher scores on explanations, guess factor, reverse guess factor, design solution, and total than those of control group. However, there were no significant differences in problem prevented.
Finally, the researcher forward that creative problem-solving instruction might promote the ability of creativity and problem-solving for elementary students. We might adopt creative problem-solving instruction to promote the ability of creativity and problem-solving in elementary science classes.
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