大學生數理科學領域創意成就及其錯誤因應策略之關係

The Relationship between College Students' Mathematics, Science, and Creative Achievements and Strategies for Coping with Mistakes

本研究旨在探究大學生數理科學領域創意成就與錯誤因應策略的關係。研究採用問卷調查法，以大專院校學生共556人為對象，經描述統計、多變量變異數分析。研究結果：(1) 在錯誤因應策略三個分量表中，學生在「錯誤中學習」得分最高。(2) 一年級在「數理、自然應用與生命科學」領域創意成就表現上，高於二年級。(3) 高分組「數理、自然科學及生命科學」領域創意成就在「錯誤中發現」有顯著高於中分組和低分組，而低分組「數理、自然應用與生命科學」領域創意成就在「逃避」上顯著低於中分組。本研究根據結果，對數理科學領域與未來研究提出建議。

this study were summarized as follows: (1) For the 3 subscales of strategies to cope with mistakes, students obtained the highest score for “learning from mistakes.” (2) For college students in different grades, their creative achievements in Mathematics, Applied Sciences, and Life Sciences differed significantly; freshmen achieved higher scores than the sophomores. (3) Regarding Mathematics, Applied Sciences, and Life Sciences, students with high creative achievements scored higher for “discovering mistakes” compared to students with middle and low creative achievement. Additionally, the score of “escaping” for students with low creative achievements was higher than that of students with middle-level creative achievements. According to the results, this study provides a number of suggestions for future studies on mathematical, science, and creative achievements.