| Summary: | 碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 97 === The research here applies the rules and steps of Mind Mapping to design a set of teaching program for the fifth-grade students in primary schools. The program contains three units. The purpose is to study the effect on the target students’ creativity and the achievement on the subject of Social Science through the Mind Mapping creative thinking pattern.
The researcher adopted nonequivalent pretest-posttest as the research pattern. Two classes for the fifth graders of a primary school are taken and divided respectively into experiment and control groups. For the experiment group, they are conducted the Social Science Mind Mapping creative thinking teaching program 3 classes a week, for 7 weeks, totally 21 classes, while the control group are conducted the traditional discoursing teaching program. The research tools here used are “Torrance Test of Creative Thinking Streamlined Scoring Guide, Figure A and B” edited by Mr. I-Ming Li. “The New Edition Test of Problem-Solving Ability ” and “Achievement in the Subject of Social Science Test” edited by Ms. Shiou-Mei Chan and Mr. Wu-Dian Wu are also used. All the data obtained are analyzed through one-way ANCOVA.
According to the results of the research, the major findings are listed as the followings:
1. The change of verbal creativity in the experiment group
(1) The difference in fluency between the experiment group and the control group in Torrance Test of Creative Thinking Streamlined Scoring Guide is eminent. The results indicate that the experiment group is superior to the control group in the fluency of verbal creativity.
(2) The difference in originality between the experiment group and the control group in Torrance Test of Creative Thinking Streamlined Scoring Guide is eminent. The results indicate that the experiment group is superior to the control group in the originality of verbal creativity.
(3) The difference in title between the experiment group and the control group in Torrance Test of Creative Thinking Streamlined Scoring Guide is not eminent. The results indicate that the experiment group is not superior to the control group in the title of verbal creativity.
(4) The difference in elaboration between the experiment group and the control group in Torrance Test of Creative Thinking Streamlined Scoring Guide is not eminent. The results indicate that the experiment group is not superior to the control group in the elaboration of verbal creativity.
(5) The difference in openness between the experiment group and the control group in Torrance Test of Creative Thinking Streamlined Scoring Guide is eminent. The results indicate that the experiment group is superior to the control group in the openness of verbal creativity.
2. The change of the problem-solving ability in the experiment group
(1) The difference in finding solutions between the experiment group and the control group in the New Edition Test of Problem-Solving Ability is eminent. The results indicate that the experiment group is superior to the control group in solution-finding.
(2) The difference in finding causes between the experiment group and the control group in the New Edition Test of Problem-Solving Ability is eminent. The results indicate that the experiment group is superior to the control group in cause-finding.
(3) The difference in avoiding problems between the experiment group and the control group in the New Edition Test of Problem-Solving Ability is eminent. The results indicate that the experiment group is superior to the control group in problem-avoiding.
(4) The difference in flexibility between the experiment group and the control group in the New Edition Test of Problem-Solving Ability is eminent. The results indicate that the experiment group is superior to the control group in flexibility.
(5) The difference in effectiveness between the experiment group and the control group in the New Edition Test of Problem-Solving Ability is eminent. The results indicate that the experiment group is superior to the control group in effectiveness.
(6) The difference in total score between the experiment group and the control group in the New Edition Test of Problem-Solving Ability is eminent. The results indicate that the experiment group is superior to the control group in total score.
3. The change of Achievement in the Subject of Social Science in experiment group is eminent after being conducted the experimental teaching. The results shows that the Social Science Mind Mapping teaching program has great influence on the students’ achievement in Social Science.
4. The Social Science Mind Mapping teaching program is not only popular among the students but also highly adoptable.
According to the results of this research, the researcher provides the concrete suggestions to conducting Social Science Mind Mapping creative thinking teaching program in the primary school as future references.
key word: Mind Mapping, creativity, problem-solving, Mind Mapping teaching program, achievement in social science.
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