DISCOVER課程對提升國小資優生問題解決能力與創造力之成效

The Effect of DISCOVER Curriculum on Problem Solving Ability and Creativity of Elementary Gifted Students

10.7089/JGE.201006.0063

蔡碩穎(Shou-Ying Tsai)

DISCOVER ； 問題解決能力 ； 創造力 ； 資優生 ； DISCOVER ； problem solving ability ； creativity ； gifted student

資優教育研究

10卷1期（2010 / 06 / 01）

63 - 93

繁體中文

本研究旨在根據DISCOVER課程架構編擬一個適合資優生的主題課程，並經由教學實驗後，探討此三個單元的教學對增進國小資優生問題解決能力及創造力之成效。 本研究設計採用「不等組前－後測實驗設計」，以臺北縣兩所國小五年級一般智能資優班學生為研究對象。針對實驗組進行26次的實驗教學。研究工具包括：自編DISCOVER課程、新編問題解決測驗、陶倫斯創造思考測驗語文版甲式以及教學回饋問卷。所得資料以相依樣本t考驗、共變數分析及次數百分比加以探討。本研究之研究結果分述如下： 一、經過DISCOVER課程教學後，實驗組學生在新編問題解決測驗的表現，變通性及全量表之後測成績顯著優於前測；以共變數分析之結果，實驗組學生在解決方法、界定原因、預防問題以及有效性的表現顯著優於對照組。 二、經過DISCOVER課程教學後，實驗組學生在陶倫斯創造思考測驗語文版甲式的表現，流暢、獨創與全量表之後測成績顯著優於前測；以共變數分析之結果，實驗組學生在變通的表現顯著優於對照組。 三、藉由教學回饋問卷可知，大部分學生對DISCOVER課程持肯定的態度。學生認為透過該課程可以提高自己在問題解決與創造力的能力。此外他們的收穫還包括資訊利用的能力、運用優勢能力進行學習、團隊合作、表達能力、動手操作的體驗。

The main purposes of this study were to design a three-unit course in the science domain based on the DISCOVER Model for elementary gifted students, and to investigate their learning effects on problem solving ability and creativity. A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved fifth grade gifted students from two elementary schools in Taipei County. The experiment group attended twenty-six classes; each class took 40 minutes. The instruments used were: (1) self-designed DISCOVER Curriculum; (2) ”Revised Problem Solving Test”; (3) ”Torrance Tests of Creative Thinking”; and (4) feedback questionnaire. The data were analyzed by t-test, ANCOVA and frequency ratio analyses. The major results were as follows: 1. The scores of the experiment group on the posttest of ”Revised Problem Solving Test”, ”Flexibility”, and the full scale were significantly better than those on the pretest after the DISCOVER curriculum. The result of ANCOVA also indicates that the performances of experiment group on ”Finding Solutions”, ”Finding Causes”, ”Avoiding Problems” and ”Effectiveness” were significantly better than the performances of control group. 2. After implementing the DISCOVER curriculum, the scores of the students who took ”Torrance Tests of Creative Thinking” in the experiment group in the posttest were better than those in the pretest. According to the result of ANCOVA, students in experiment group performed better on ”Flexibility” than those students in control group. 3. Seeing from the feedback questionnaire, most students hold a positive attitude toward DISCOVER curriculum. Students believed that they could enhance their problem-solving ability and creativity through DISCOVER curriculum. Furthermore, they were more capable of handling information, learning with their gifted ability, team work, expressing their ideas, and experiencing hands-on activities.

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