臺灣與英國科技課程對提升臺灣國中生科技創造力的效果比較研究

A Comparative Study of the Effects of Taiwan's and UK's Technology Programs on Taiwan's Junior High School Student in Their Technological Creativity

本文主旨在探究臺灣的生活科技課程和英國的設計與科技課程，對我國國中學生科技創造力提升效果的差異，並詴圖提出可供教育主管機關未來修訂科技課程的重要參考建議。研究過程係先透過相關文獻的蒐集與分析，以了解生活科技課程和設計與科技課程內涵的異同，再依據兩類課程標準分別各設計一份該課程的教學活動計畫，並擇定個案學校抽樣實施國中科技課程的教學實驗。研究過程係透過同一位教師、隨機選取並區分為生活科技和設計與科技兩組，分別實施其課程實驗教學；運用相同量測工具來蒐集及紀錄兩組學生的科技創造力表現資料，再進行分析和比較。結果發現：兩類科技課程均強調科技創造力的培養；兩類課程教學在提升國中學生科技創造力的效果上都頗為明顯，唯在對學生視覺造型部分創造能力的提升效果上，D&T則比生活科技來得顯著；兩類課程對女學生科技創造力的提升效果，均明顯優於對男學生的提升效果。

The goal of this study is to inquire if there are differences in the promotion of student technological creativity when the programs of 'Living Technology' and 'Design and Technology' (D&T) are applied to junior high school students. The researcher proposed suggestions for revising technology program and its instruction in future. For realizing the content of the two programs and developing the instructional project content for each program, we resorted to literature review, and adopted experimental instructional projects for each instruction. During the research process, the data were collected and analyzed to see whether they can promote students' technological creativity. The main findings are as follows. 1. Both Living Technology and D&T program emphasize the cultivation of technology creativity. 2. Both Living Technology and D&T program have positive effects in promoting the technological creativity of junior high school students. 3. Girls had better representation of technological creativity than boys.