| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 95 === The purpose of this study is to compare the effect of creative problem solving and traditional teaching program on the learning attitude, creativity, metacognition and learning achievement of six-grade regular and mainstreamed gifted students. The subjects are two regular six-grade classes with 34 students in each class from Lung-Shan Elementary in Taichung County. One class is assigned as the experimental group, and the other is assigned as the control group, including the six mainstreaming gifted students in each class. The research tools of “Elementary Learning Attitude Scale”, “Assessment of Creativity for Elementary Students”, “Assessment of Metacognition”, and “ Assessment of Learning Achievement on Nature Science”, are utilized to analyze the difference in learning attitude, creativity, metacognition, and learning achievement of the two groups of students with inclusive gifted students. The results of the study are intended to explore the impact of the creative problem solving teaching program on the total students and mainstreamed gifted students, and to provide theoretical framework and practical suggestion for the educational and counseling program and future research.
The findings of this study indicate that the creative problem solving teaching program has a positive effect on the students, including the gifted students, in terms of their “learning attitude”, “creativity”, and “metacognition”. However, there is no significant effect in “achievement test” and “delay test of achievement” for all the students. In addition, according to the gifted students who are included in the experimental group, the creative problem solving teaching program, combined with teachers’ comprehensive instructional preparation and creative teaching methods, has promoted their problem solving ability and learning motivation in the subject of nature science and it application in the daily life. On the other hand, for the gifted students who are in the control group, a diverse and vivid instructional design would improve their learning effectiveness.
In conclusion, results of this study suggest that the creative problem solving teaching program would enhance the learning attitude, creativity, and metacognition in the fields of nature science and technology and its practical application for the regular six-grade students as well as the mainstreamed gifted students.
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