| Summary: | 碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 99 === The purpose of this study was to explore the effects of cognitive styles on junior high school students’ creative product process and creative performance. According to literature review that individual differences, cognitive styles would affect one’s learning achievement. The effects of cognitive styles on creative product process and creative performance were investigated in details in this study.
The subjects of this study were 257 sevevn-grade students from a municipal junior high school in Taipei. These subjects were assessed with the “cognitive styles scale”, “creative product profile” and “creative product sclale”. The t-test, Pearson correlation, multiple regression analysis were to analyze the data and the results were show as below:
1.Students’ cognitive styles performance, creative product process, creative performance were good generally, especially “sequential processing”, “design and analyze”, and “style”.
2.The study showed that “spatial skill” difference was found on “planning” and “implementation”; “discrimination skill” difference was found on “overall rate”, “style” and “structure”.
3.The study showed that “plan”, “design and analyse”, and “production” difference were found on “overall rate”, “material”, “style”, and “structure”; “production” difference were found on “overall rate”, “material”, and “style”.
4. The study showed that “categorization skill”, “spatial skill”, and “memory skill” can predict from “plan”; “spatial skill” can predict from “implementaion”.
5. The study showed that “plan” and “design and analyse” could predict from “overall”, “style”, and “structure”.
Implications of the finding for living technology curriculum and future research were also discussed.
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