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題 名 | 從創造性思考觀點探討國小學童物理問題解決=From Creative Thinking Approach to Study Children's Physics Problem Solving |
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作 者 | 何偉雲; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 30 2003.03[民92.03] |
頁 次 | 頁34-51 |
分類號 | 523.3333 |
關鍵詞 | 問題發現; 想法提出; 解題評估; 創造性思考; Problem finding; Idea finding; Evaluation; Creative thinking; |
語 文 | 中文(Chinese) |
中文摘要 | 在Osborn-Parnes CPS模式架構下,本研究運用創造力時理測量理論,探討學童發現物理問題和提出解題想法過程中的創造性思特性,並且研究解題評估能與創造性思考能力之間的關係。研究發現,大多數學童缺乏創造問題解決能力。在發現問題階段和提出解題想法階段,學童的創造性思特性表現得相當一致。研究也發現,創造性思考能力指標的流暢性與變通性之間具有高相關性,獨創緎與前兩者指標之間則具有中度相關性。解題評估能力與創造性思考能力指標之間則呈現低相關。在交叉表分析中發現,高創造能力學童的解題評估能力反而表現不佳,論文中對此結果提出解釋。依據研究結果,如果預設解題評估在CPS中的功能,僅是為了選擇最終合理答案,可能導致CPS模式與創造性思考理論的歧異。解題評估應該發生在問題解決的各階段中 這不但符合後設認知理論,也契合CPS模式。論文最後建議,提出問題在問題解決導向教學中應扮演更積極的角色。 |
英文摘要 | This study explored the characteristics of creative thinking in the frame of the Osborn-Parnes creative problem solving (CPS) process. The main focus of study is to investigate interrelationships between problem finding, idea finding, and evaluation. The results of study indicates that mostly of students received a low grade on creative thinking test. Creative thinking performance on the stages of problem finding and idea finding is highly correlated as we expected. However, evaluation has quite low correlation with creative thinking. The result leads into re-examining in depth the implication of evaluation in the CPS. It is deemed that the problem is due to the mistakenly prescribed function of evaluation in the CPS. A suggestion was proposed that evaluation should play the role of introspection in the whole process of problem solving rather than merely final selector of answer. This suggestion obviously fits in with meta-cognition theory as well as CPS. Finally, the paper suggests that the merit of problem posing is not fully appreciated in the CPS-oriented teaching and educators should pay more attention to problem posing. |
本系統中英文摘要資訊取自各篇刊載內容。