An Experimental Study of Flash Creative Instructional Design Affect the Creativity among Elementary School Students

• Main Authors: Wen-Ben Lu, 盧文斌
• Other Authors: Wei-chun Li
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/5t24j6

碩士 === 國立臺東大學 === 教育研究所 === 94 === Abstract The purpose of this research is to study how Flash creative teaching can affect the creativity among elementary school students. To accomplish the goals of the research, two groups of 5th grade students from two different classes in TaiTung province were selected to participate in this experiment. The students in the experimental group were taught with FLASH creative teaching during the information system class once per week, two sections per class and 10 weeks in total for this experiment. The students from another group, the control group, were taught by the regular teacher using traditional teaching technique during the same period of time. The result of the research is that the experimental group earns higher scores in both the cognitive factors (including fluency, flexibility, originality and elaboration) and the affective factors (including imagination and risk-taking) based on the Williams Creativity Assessment Packet. This shows that the Flash creative teaching has a positive effect on the 5th grade students’ creativity. Significant differences are not shown when Flash creative teaching is employed with students of a different gender and background. At last, research’s results permit suggestions on teaching techniques; student behavior and learning environment specifically for information system classes.