| Summary: | 碩士 === 國立臺中教育大學 === 自然科學教育學系碩士班 === 95 === The purpose of this study was to examine the effect of twelve-week creative problem solving training courses (CPSTC), which were designed based on the Parnes Creative Problem Solving framework, on the problem solving ability and science creativity of elementary school students.
The approach of this study was a quasi-experimental design. Four classes of the sixth graders were selected as subject of this study in Taichung area. The experimental group was composed of two classes who attended the creative problem solving courses, while the contrast group was constituted with another two classes who received no training courses. The measures used in this study included: the Test of problem solving ability (TPSA), the Test of science creativity (TSC), and the Questionnaire on CPSTC. The data were analyzed by using t-test, one-factor analysis of variance and covariance. Besides, qualitative data were also collected to analyze. The findings were as follows:
1. On the three sub-scales of TPSA, the differences on “problem solving methods” and “problem defining” of the experimental group were significant, while the difference on “problem preventing” was not. Regarding the two scales of TPSA, the experimental group got higher scores than the contrast group in validity and flexibility; however, the difference was only significant in validity. After the empirical teaching, the experimental group got higher scores on the Test of problem solving ability than the contrast group did. The difference in how students of the two groups performed on solving ability was significant.
2. On the TSC, the experimental group got higher scores than the contrast group on the following three types: correlation analysis, collective explanation, and criticizing evaluation. Nevertheless, the significant differences between the two groups only occur in correlation analysis and collective explanation. After the empirical teaching, the performance of the experimental group on the TSC was better than that of the contrast group. The differences between the two groups regarding the fluency and uniqueness scales were significant, while in the flexibility scale, the difference was not significant.
3. The students had positive valuation on the creative problem solving training courses. They thought the courses were suitable and the conducting methods were interesting. In addition, they also thought that it could improve and promote their own creative thinking and problem solving ability.
4. The students of the experimental group were more affirmative towards the learning content, leaning feedback, learning interests, learning feeling, and the ability developing.
In conclusion, the creative problem solving training courses was helpful for the sixth graders to promote their science creativity and problem solving ability. Some suggestions on teaching and researches were also given to be the reference for the related studies in the future.
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