國小學生在網路化問題解決活動的創意思考歷程之探究

A study on creativity processes of web-based creative problem solving in elementary schools

本研究旨在探討國小學生在網路化問題解決活動的創造歷程中，創造思考歷程的特性。本研究以Isaksen 及 Treffinger的理論為基礎，以「情境描述、蒐集資料、重新發現問題、引導分析、創意構思、評選方案、方案形成、製作與發表」八個活動階段，建構網頁。本研究以花蓮縣兩位國小教師與125位四年級學生為對象，進行「創意電動車的設計與製作」的網路化問題解決教學活動。以學生訪談、教師訪談、及網路活動資料(留言板的發言內容，以及線上繪圖板的作品與討論內容)進行資料分析及三角檢證。經分析後發現，學生在本活動中的主要創思特色包括：能充份提出新構想，較少討論創意構想；能將網路資源應用到創意歷程；有延伸式與原創式的創意發想方式；較能使用比喻的創思技法。較弱的地方包括實作經驗不足；偏重創意構想的可行性，而非創新性；較不會彙整資料與創意點子；材料取用的方便性會影響創意決策。本研究並提出教學與後續研究之相關建議。

The purpose of this study was to discuss creativity processes of web-based creative problem solving in elementary schools. Based on Isaksen & Treffinger’s creative thinking theories, main steps of web-based problem solving were discussed systematically. Those were mess finding, data finding, problem finding, problem analyzing, idea finding, solution finding, acceptance finding, and producing and presenting. A web site was developed and a web-based problem solving activity was designed for grade-4 students, who were asked to design and produce creative electric model cars. There were 125 grade-4 students participating in this instructional experiment. For purposes of triangulation, data were collected from surveys, interviewing, and discussing boards on the web. According to findings, characteristics of creative thinking were: 1.students proposed more new ideas rather than discussed and integrated; 2.students could apply information on the web to form creativity; 3.students got used to referring other’s ideas or addressing new ones by themselves; 4.metaphor and analogy were methods most used; 5.lack of practical experiences showed constraint on students creativity; 6.students put more emphasis on feasibility than on novelty. In addition, recommendations of instruction and research were proposed as well.