國小創造性問題解決化學單元教學與學習材料設計及評估

A Study of Creative Problem Solving Teaching and Learning Modules Design and Assessment in Elementary School Chemistry Courses

本研究旨在設計國小創造性問題解決化學單元教學與學習材料，並以準實驗研究法對國小六年級學童39名進行實驗教學。採單組前後測實驗設計方式，比較國小學童在實驗教學前後，科學創造力與問題解決能力之表現情況，藉此評估所設計之教學及學習材料之有效性。本研究是依據Treffinger和Isaksen (1992)改自Parnes(1967)所提出的創造性問題解決模式加以修正提出RCPS(Revised Creative Problem Solving)創造性問題解決的基本教學模式，設計「溶解」、「酸與鹼」、「空氣與燃燒」三個主題教學活動，期能藉由創造性問題解決之教學活動歷程，激發學童科學創造力並促進其科學問題解決能力。結果發現學童經由RCPS主題教學活動後科學創造力有顯著之進步。本研究據此對科學教育上教學活動與評測工具設計提出一些建議。

This study tried to develop revised creative problem solving (abbrev. RCPS) teaching and learning modules in elementary school chemistry courses. The treatment was studied using a quasi-experimental design including the pre and post testing of 39 sixth graders. The RCPS instructional unit was “Solutions”, “Acids and Bases”, “Air and Combustion”. The assessment tools were “Test of Scientific Problem Solving” and “Test of Scientific Creativity”. The major finding was that RCPS instruction can increase students’ scientific creativity because there was significant difference between the pre-test and pose-test scores in scientific creativity. Based on the findings of this study, the researcher proposes that RCPS instruction may apply in elementary school natural science instruction and also provides suggestions for science instruction and future science education research.