「數理世界的批判思考與創造」通識課程對大學生創造力的影響

• Main Authors: KANG LIN WAN, 康琳琬
• Other Authors: 連啟瑞
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/06623039160842885786

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 94 === The purpose of this study was to evaluate the effectiveness of a Creativity Development Program in Areas of Science and Mathematic (CD_SM) in a college and to investigate the relationship between student’s creative thinking ability measured by the New Creativity Teat and the creative product design performance measured by an instrument developed in this study. Forty-three non-science major students were recruited in this study. All students were participated to the one semester program. The New Creativity Test was used before and after program. Students’ creative product design works were evaluated by a Creative Product Design Ability Scale. Dependent sample t-tests were used to compare differences between before and after the program in creative thinking abilities. Independent sample t-tests were used to compare the differences between pre and post New Creativity Test in the higher and lower creativity groups after CD_SM. Multiple regressions were used to determine the relationship of student’s scores of the creative thinking ability and the creative product design ability. The findings were: 1.After the CD_SM, student’s language fluency, flexibility and originality were significantly elevated. 2.After the CD_SM, student’s figure fluency, flexibility and originality were significantly elevated but not in elaboration. 3.After the CD_SM, students in both higher and lower creativity groups showed significant improvement in language fluency score. The scores in fluency, and originality were increased; however, there were no statistically significance. 4.After the CD_SM, students in both higher and lower creativity groups showed improvement in figure fluency, flexibility, and originality scores, however, there were no statistically significance. 5.There were no significant relationship between student’s scores from New Creativity Test (both in language and figure dimension) and those from the Creative Product Design evaluation. In conclusion, CD_SM a general education at the college level was effective in promoting student’s creative thinking ability. It was also shown the efficacy was to both high and low creative levels of students. As a result of no significant relationship between student’s scores from New Creativity Test and the those from the Creative Product Design evaluation, it may suggest that the scores gathered from the New Creativity Test was one part of creative ability. For understanding individual student’s creativity, instrument in different dimension was needed.