數學－科學－科技（MST）統整課程與國中生創造力之關係

The Relationship between Mathematics-Science-Technology Curriculum and Students’ Creativity at the Junior High School level

本研究旨在探討MST統整課程對培育國中生創造力之影響，研究方法採「不相等組前測後測」之準實驗設計，以台北市立某國中二年級六個班級學生為實驗對象，其中三個班級共88人為實驗組，另外三個班級共81人為對照組，實施為期七週共計14小時的實驗教學。研究工具主要包含「威廉斯創造性思考活動」與「威廉斯創造性傾向量表」，在透過共變數分析後主要獲得下列結論：（一）在創造性思考活動的流暢力、開放性、獨創力與精密力等四方面，接受MST統整課程的學生表現優於接受傳統課程的學生。（二）在創造性傾向量表的挑戰性方面，接受MST統整課程的學生表現優於接受傳統課程的學生。

The purpose of this study was to examine the influence of students’ creativity on learning effectiveness when using MST integrated curriculum. The “nonequivalent group pretest-post” quasi-experimental design was used for the study. The experiment was carried out for seven weeks by 169 eight-graders, including 88 students in experimental group and 81 students in control group. After the analysis of ANCOVA, conclusions of this study were as follows: (1) In the aspects of fluency, openness, uniqueness and preciseness on creative thinking activity, students who took the MST integrated curriculum performed better than those in traditional curriculum; (2) In the aspect of challenge on creative orientation scale, students who took the MST integrated curriculum performed better than those in traditional curriculum.