國小學童科學創造力成長歷程之縱貫性分析

Longitudinal Analysis of Elementary Pupils' Scientific Creativity Development Process

10.6173/CJSE.2015.2301.02

蕭佳純(Chia-Chun Hsiao)

科學創造力 ； 階層線性模式 ； 縱貫性分析 ； Scientific Creativity ； Hierarchical Linear Modeling ； Longitudinal Analysis

科學教育學刊

23卷1期（2015 / 03 / 01）

23 - 51

繁體中文

本研究以1,079名國小學童為對象，在經過四次長期追蹤調查之後，利用階層線性模式分析三個層次因素對於科學創造力成長速率的影響。研究結果發現，學生科學創造力在初階段具有個別差異且呈現先上後下的發展。參與科展的學生其科學創造力成長曲率高於未參加科展的學生；科學學習動機中的自我效能對學生科學創造力的初始狀態及成長曲率具有影響。教師創意角色認定對學生初階段的科學創造力有直接影響，也會強化成就動機與科學創造力之間的關係。若教師表現出多元的創意教學行為，也會正向調節動機對科學創造力線性成長率的影響；並且，教師若展現心胸開放、意義學習的創意教學行為，也會強化學生內在價值與科學創造力線性成長速率之間的關係。

Having 1,079 elementary pupils from grades four to six as the research subjects, longterm investigations has been proceeded four times and the growth model in Hierarchical Linear Modeling is utilized for analyzing the effects of factors in hierarchy one (time, creativity tendency), hierarchy two (gender, motivation, and experience in attending science show), and hierarchy three (teachers' creative role identity and creative instruction) on the development of creativity. The research findings show that students' scientific creativity presents individual differences in the preliminary stage and first-up-then-down development, and curiosity in creativity tendency appears significantly negative effects on creativity. Moreover, students participating in science shows reveal higher scientific creativity development curve than the ones not participating in science shows, and self-efficacy in motivation shows effects on the initial state and dynamic development of students' scientific creativity. Teachers' creative role identity presents direct effects on students' scientific creativity in the preliminary stage and could reinforce the relations between the achievement motivation and the scientific creativity of students. Furthermore, a teacher's multiple creative instructions could positively adjust the effects of students' motivation on the linear development of creativity. Besides, a teacher presenting creative instructions with open mind and meaningful learning could also reinforce the relations between students' inner value and the linear development of scientific creativity.

1. Wang, C. W.,Chen, M.,Horng, R. Y.,Huang, C. Y.,Li, H. P.(2004).Case studies of implementation of web-based group decision support system and creativity training in organizations.Taiwan Academy Management Journal,4(3),357-378.
   連結：
2. 王精文、洪瑞雲、范凱棠、陸佳瑩(2006)。創造力訓練及群體決策支援系統對問題解決能力的影響。交大管理學報，26(2)，1-20。
   連結：
3. 吳秀娟、潘裕豐(2007)。主題統整教學對國小學童創造力、問題解決能力及學業成就的影響之研究。資優教育研究，7(2)，71-101。
   連結：
4. 李秀姿、陳昭儀(2007)。創作性戲劇教學對國小資優生創造力與人際溝通影響之研究。資優教育研究，7(2)，19-46。
   連結：
5. 李堅萍、游光昭、朱益賢(2009)。國中科技教育運用Teresa M. Amabile工作動機原則與自我效能激發策略之研究。新竹教育大學教育學報，25(2)，129-159。
   連結：
6. 林偉文(2006)。學校創意守門人對創意教學與創造力培育態度與教師創意教學之關係。教育學刊，27，69-92。
   連結：
7. 洪素蘋、黃宏宇、林珊如(2008)。重要他人回饋影響創意生活經驗？：以模式競爭方式檢驗創意自我效能與創意動機的中介效果。教育心理學報，40(2)，303-322。
   連結：
8. 陳玉樹(2008)。創造力訓練課程成效分析：準Solomon四組設計。課程與教學季刊，11(4)，187-212。
   連結：
9. 陳玉樹、周志偉(2009)。目標導向對創造力訓練效果之影響：HLM成長模式分析。課程與教學季刊，12(2)，19-46。
   連結：
10. 葉玉珠、彭月茵、林志哲、蔡維欣、鍾素香(2008)。「情境式科學創造力測驗」之發展暨科學創造力之性別與年級差異分析。測驗學刊，55(1)，33-60。
    連結：
11. 蔡玉瑟、曾俊鋒、張妤婷(2008)。CPS教學對國小學生自然領域學習態度、創造力、後設認知與學習成就之影響。臺中教育大學學報教育類，22(2)，35-59。
    連結：
12. 蕭佳純(2011)。學生創造力影響因素之研究：三層次分析架構。特殊教育學報，33，151-178。
    連結：
13. 蕭佳純(2012)。國小學生內在動機、學科知識與創造力表現關聯之研究：教師創造力教學的調節效果。特殊教育研究學刊，37(3)，89-113。
    連結：
14. 蕭佳純、董旭英(2007)。教師參與團隊學習行為之跨層次分析：層級線性模式之應用。師大學報教育類，52(3)，65-89。
    連結：
15. Amabile, T. M.(1996).Creativity in context: Update to the social psychology of creativity.Bouler, CO:Westview.
16. Ambrose, M. L.,Kulik, C. T.(1999).Old friends, new faces: Motivation research in the 1990s.Journal of Management,25(3),231-292.
17. Anderson, D. R.(2002).Creative teachers: Risk, responsibility, and love.Journal of Education,183(1),33-48.
18. Benedek, M.,Fink, A.,Neubauer, A. C.(2006).Enhancement of ideational fluency by means of computer-based training.Creativity Research Journal,18(3),317-328.
19. Besançon, M.,Lubart, T.(2008).Differences in the development of creative competencies in children schooled in diverse learning environments.Learning and Individual Differences,18(4),381-389.
20. Bickel, R.(2007).Multilevel analysis for applied research: It's just regression!.New York:The Guilford Press.
21. Birdi, K. S.(2005).No Idea? Evaluating the effectiveness of creativity training.Journal of European Industrial Training,29(2),102-111.
22. Burke, L. A.,Hutchins, H. M.(2007).Training transfer: An integrative literature review.Human Resource Development Review,6(3),263-296.
23. Chan, D. W.(2005).Self-perceived creativity, family hardiness, and emotional intelligence of Chinese gifted students in Hong Kong.Journal of Secondary Gifted Education,16(2-3),47-56.
24. Claxton, A. F.,Pannells, T. C.,Rhoads, P. A.(2005).Developmental trends in the creativity of school-age children.Creativity Research Journal,17(4),327-335.
25. Costa, A. L.(Ed.)(1991).Development minds: A resource book for teaching thinking.Alexandria, VA:Association for Supervision and Curriculum Development.
26. Costa, A. L.(Ed.)(1991).Developing minds: A resource book for teaching thinking.Alexandria, VA:Association for Supervision and Curriculum Development.
27. Cramond, B.,Matthews-Morgan, J.,Bandalos, D.,Zuo, L.(2005).A report on the 40-Year follow-up of the Torrance test of creative thinking: Alive and well in the new millennium.The Gifted Child Quarterly,49(4),283-291.
28. Cropley, A. J.(2001).Creativity and cognition: Producing effective novelty.Roeper Review,21(4),253-260.
29. Csikszentmihalyi, M.(1996).Creativity: Flow and the psychology of discovery and invention.New York:HarperCollins.
30. Daniel, M.(2007).Can creativity be improved by an attention-broadening training program? An exploratory study focusing on team sports.Creativity Research Journal,19(2-3),281-291.
31. Dresel, M.(2001).A longitudinal analysis of Dweck's motivation-process-model in the classroom.Psychologische Beiträge,43(1),129-152.
32. Elliot, A. J.,Thrash, T. M.(2001).Achievement goals and the hierarchical model of achievement motivation.Educational Psychology Review,13(2),139-156.
33. Esquivel, G. B.(1995).Teacher behaviors that foster creativity.Educational Psychology Review,7(2),185-202.
34. Farmer, S. M.,Tierney, P.,Kung-Mcintyre, K.(2003).Employee creativity in Taiwan: An application of role identity theory.Academy of Management Journal,46(5),618-630.
35. Feldhusen, J. F.,Clinkenbeard, P. R.(1986).Creativity instructional materials: A review of research.Journal of Creative Behavior,20,153-182.
36. Fleith, D. S.(2000).Teacher and student perceptions of creativity in the classroom environment.Roeper Review,22(3),148-153.
37. Garaigordobil, M.(2006).Intervention in creativity with children aged 10 and 11 years: Impact of a play program on verbal and graphic-figural creativity.Creativity Research Journal,18(3),329-345.
38. Gardner, H.(1993).Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi.New York:Basic.
39. Gruber, H. E.,Wallace, D. B.(2001).Creative work: The case of Charles Darwin.American Psychologist,56(4),346-349.
40. Heller, K. A.(Ed.),Monks, F. J.(Ed.),Sternberg, R. J.(Ed.),Subotnik, R. F.(Ed.)(2000).International handbook of giftedness and talent.New York:Elsevier.
41. Howe, R.(1996).Instruction and experience for abilities related to creative processes and products.Journal of Creative Behavior,30,156-178.
42. Hox, J.(2002).Multilevel analysis: Techniques and applications.Mahwah, NJ:Lawrence Erlbaum.
43. Hunsaker, S. L.(2005).Outcomes of creativity training programs.Gifted Child Quarterly,49(4),292-299.
44. Jaussi, K. S.,Randel, A. E.,Dionne, S. D.(2007).I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work.Creativity Research Journal,19(2-3),247-258.
45. Kahai, S. S.,Sosik, J. J.,Avolio, B. J.(2003).Effects of leadership style, anonymity, and rewards on creativity-relevant processes and outcomes in an electronic meeting system context.The Leadership Quarterly,14(4),499-524.
46. Kim, T. Y.,Hon, A. H. Y.,Crant, J. M.(2009).Proactive personality, employee creativity, and newcomer outcomes: A longitudinal study.Journal of Business and Psychology,24,93-103.
47. Lamas, E.,Maria, A.,Gomes, M.(2010).Didactics-promoting collaborative work and personal learning environment. Critical, creative and autonomous roles in a competitive society.Congrés Internacional de Didàctiques,398(2),1-8.
48. Luke, D. A.(2004).Multilevel modeling.Thousand Oaks, CA:Sage.
49. Ma, H.(2006).A synthetic analysis of the effectiveness of single components and packages in creativity training programs.Creativity Research Journal,18(4),435-446.
50. MacDonald, N. M.,Bigelow, S.(2010).Teaching for creativity through fashion design.Journal of Family and Consumer Sciences,102(2),48-53.
51. Mayer, R. E.,Johnson, C. I.(2010).Adding instructional features that promote learning in a game-like environment.Journal of Educational Computing Research,42(3),241-265.
52. Moneta, G. B.,Siu, C. M. Y.(2002).Trait Intrinsic and extrinsic motivations, academic performance, and creativity in Hong Kong college students.Journal of College Student Development,43(5),664-683.
53. Morgan, S.,Forster, J.(1999).Creativity in the classroom.Gifted Educational International,14(1),29-43.
54. Olsen, J. S.(2010).Creativity and learning-educating the creative mind.Journal of Creativity, Spontaneity and Learning,1(3),255-256.
55. Osburn, H. K.,Mumford, M. D.(2006).Creativity and planning: Training interventions to develop creative problem-solving skills.Creativity Research Journal,18(2),173-190.
56. Peterson, R. E.(2002).Establishing the creative environment in technology education.Technology Teacher,61(4),7-10.
57. Raudenbush, S. W.,Bryk, A. S.(2002).Hierarchical linear models: Applications and data analysis methods.Thousand Oaks, CA:Sage.
58. Rejskind, G.(2000).Tag teachers: Only the creative need apply.Roeper Review,22(3),153-157.
59. Riley, A.,Burke, P. J.(1995).Identities and self-verification in the small group.Social Psychology Quarterly,58,61-73.
60. Scott, G.,Leritz, L. E.,Mumford, M. D.(2004).Types of creativity training: Approaches and their effectiveness.Journal of Creative Behavior,38,149-179.
61. Scott, G.,Leritz, L. E.,Mumford, M. D.(2004).The effectiveness of creativity training: A quantitative review.Creativity Research Journal,16(4),361-388.
62. Shalley, C. E.,Perry-Smith, J. E.(2001).Effects of social-psychological factors on creative performance: The role of informational and controlling expected evaluation and modeling experience.Organizational Behavior and Human Decision Processes,84(1),1-22.
63. Smith, G. J.,Carlsson, I. M.(1990).The creative process: A functional model based on empirical studies from early childhood to middle age.Madison, CT:International Universities Press.
64. Snijders, T. A. B.,Bosker, R. J.(1999).Multilevel analysis.Thousand Oaks, CA:Sage.
65. Starko, A. J.(2000).Creativity in the classroom: Schools of curious delight.New York:Routledge.
66. Sternberg, R. J.(1999).Successful intelligence: A broader view of who is smart in school and in life.International Schools Journal,XVII,19-31.
67. Sternberg, R. J.(Ed.)(1999).Handbook of creativity.Cambridge, UK:Cambridge University Press.
68. Sternberg, R. J.,Lubart, T. I.(1995).Defying the crowd: Cultivating creativity in a culture of conformity.New York:The Free Press.
69. Sternberg, R. J.,Williams, W. M.(1996).How to develop student creativity.Alexandria, VA:Supervision and Curriculum Development.
70. Talarico, J. M.,Rubin, D. C.(2007).Flashbulb memories are special after all; in phenomenology, not accuracy.Applied Cognitive Psychology,21,557-578.
71. Torrance, E. P.(1968).A longitudinal examination of the fourth grade slump in creativity.Gifted Child Quarterly,12,195-199.
72. Wai, J.,Lubinski, D.,Benbow, C. P.(2005).Creativity and occupational accomplishments among intellectually precocious youths: An age 13 to age 33 longitudinal study.Journal of Educational Psychology,97(3),484-492.
73. Yager, R. E.(2000).A vision for what science education should be like for the first 25 years of a new millennium.School Science and Mathematics,100(6),327-341.
74. 王精文、洪瑞雲(2003)。創造性問題解決訓練對管理者問題解決過程的影響。交大管理學報，23(1)，183-208。
75. 吳明雄、許碧珊、張德正、張可立(2009)。高職高技術創造力學生團隊之創造歷程。教育與心理研究，32(2)，1-25。
76. 林月菁(2007)。教育部96年度中小學科學教育計畫專案成果報告教育部96年度中小學科學教育計畫專案成果報告,臺北市:。
77. 洪文東(2002)。創造型兒童之思考特性與科學創造力的關聯性。屏東師院學報，16，355-394。
78. 洪文東(2000)。從問題解決的過程培養學生的科學創造力。屏師科學教育，11，52-62。
79. 胡衛平、俞國良(2002)。青少年的科學創造力研究。教育研究，23(1)，44-48。
80. 張世慧(2007)。創造力：理論、技法與教學。臺北市:五南。
81. 教育部(2003)。創造力教育白皮書。臺北市:作者。
82. 陳龍安(2006)。創造思考教學的理論與實際。臺北市:心理。
83. 黃惠君、葉玉珠(2008)。國中教師教學玩興、教學動機、教學快樂感受與創意教學之關係。教育與心理研究，31(2)，85-118。
84. 葉玉珠、吳靜吉、鄭英耀(2000)。影響科技與資訊產業人員創意發展的因素之量表編製。師大學報科學教育類，45(2)，39-63。
85. 鄭英耀、李育嘉、劉昆夏(2008)。科展績優教師教學行為與學童創造力、問題解決能力之關係。教育與心理研究，31(1)，1-30。

1. 常雅珍(2017)。桌上遊戲課程與教學之應用—以小學六年級學生為例。科學教育學刊，25(2)，119-142。
2. 陳俐君、張芳全(2018)。國中生家庭社經地位、文化資本、自然科學習興趣對自然科學習動機影響之縱貫性研究。臺中教育大學學報：教育類，32(2)，1-33。
3. 蕭佳純(2017)。國小學童正向情緒與創造力關聯之研究：以創造力傾向及創意自我效能為中介變項。教育研究與發展期刊，13(4)，57-84。
4. 蕭佳純(2017)。科學創造力課程成效之縱貫性分析。科學教育學刊，25(1)，47-73。
5. 蕭佳純(2018)。參與創造力教學工作坊對教師創造力教學行為影響研究。清華教育學報，35(2)，1-33。
6. 蕭佳純(2018)。創造力融入式課程對學生創造力成長趨勢影響之縱貫性分析。課程與教學，21(1)，79-104。
7. 蕭佳純(2019)。國內運用創造力教學模式對學生創造力影響之後設分析。特殊教育研究學刊，44(3)，93-120。
8. 謝麗娟、黃順盈、黃美瑤、方同賢(2017)。學生知覺體育教師教學風格對班級氣氛及創造力影響之研究。臺灣運動教育學報，12(2)，1-14。