合作學習歷程對國小資優生科技創造力學習之影響

Influence of the Cooperative Learning Process on the Technological Creativity Learning of Gifted Students in Primary School

10.6137/RECT.201912_(121).0003

王鼎銘(Wang, Ding-Ming)；郭佩欣(Guo, Pei-Sin)

合作互動模式 ； 合作學習 ； 科技創造力 ； 資優教育 ； Cooperative interaction mode ； Cooperative learning ； Technological creativity ； Gifted education

教育傳播與科技研究

121期（2019 / 12 / 31）

37 - 53

繁體中文

隨著科技快速發展與社會變遷，國小教育著重培養學生運用科技，動手實作，創新設計，與具備團隊合作的能力。資優教育因此從強調獨立學習及個人特殊表現的主軸，轉變為注重人際互動與團隊合作能力。本研究旨在探討資優生在數位科學玩具創作環境中，個人學習歷程與合作互動對其小組科技創造力學習成果的影響。本研究以苗栗縣12位國小三到六年級資優生為研究對象，針對資優生合作學習與科技創造力學習之影響因素進行文獻探究後，根據研究目的進行研究設計。研究步驟首先實施個人數位科學玩具創作課程，並進行個人創作評量，並依照個人創作表現與年齡進行分組。隨後實施九週的小組合作科技創造力數位科學玩具創作課程，最後完成小組創意作品。小組創意科學玩具最後由相同的四位專家教師評量，並進行個人與小組作品資料分析。研究發現個人科技創造力與小組合作互動模式是影響小組創意作品成果的因素；小組教學策略包括強調面對面互動、落實合作技巧、促進個別負責、重視團體績效，以及促進積極相互依賴影響資優生合作學習；混齡資優生組間討論產生理想溝通與刻板溝通兩種合作互動模式。資優生小組作品較個人創作應用更多科學原理於作品；根據研究發現，個人科技創造力學習歷程與小組合作歷程均影響小組科技創造力作品，其中小組合作歷程因素對作品影響較大，因此小組合作互動為影響資優生科技創造力學習表現之重要因素。

With the rapid development and accessibility of science and technology, primary school education emphasizes the cultivation of students' character development, encouraging creativity in the application of scientific and technological theory to practical work, and enhancing interpersonal interaction and teamwork capabilities. The purpose of this study was to explore the scientific and technological creativity learning and cooperative interaction of gifted students in cooperative learning. A total of 12 students from Miaoli County studying in the third to sixth grade were selected as the research participants. A 9-week cooperative learning group creation curriculum project was implemented. The qualitative and quantitative data included a teacher observation record form, personal creative work rating scale, group creative work rating scale, cooperative thinking sheet, cooperation process self-assessment and mutual assessment questionnaire, and cooperative receptivity questionnaire. The major findings of the study are as follows: (1) the gifted students' collaborative creations in the scientific and technological creativity learning process were more innovative than those of individual students and (2) the group with open communication orientation had the lowest score. The personal characteristics of the group members affected the performance of the group. The conclusions of this study are as follows. (1) The cooperative learning situation has a positive effect on scientific and technological creativity learning by gifted students in primary schools. (2) Group cooperation and interaction are important factors influencing the scientific and technological creativity learning performance of gifted students. (3) The cooperative learning situation provides primary school students with the opportunity to apply their leadership skills and accept leadership from others and helps them to develop teamwork abilities.

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