以Big Six Skills 資訊問題解決歷程培養創造力成效之研究

The Effect of Fostering Creativity in the Information Problem Solving Approach: the Big Six Skills

由學者Eisenberg 和Berkowitz 所提出的Big Six Skills，係針對K-12 的課程內容提供系統化的資訊存取技巧，從發現問題和解決問題的過程，增進學習成效。本研究選取高雄市某國小五年級學生98 位，依其自然與生活科技領域的學習成就分為高、中、低分群，運用Big Six Skills 學習策略，從創意樂器的製作歷程，培養其創造力與科技創造力，以Williams Creative Assessment 為評量工具，探討流暢力、變通力、獨創力和精密力的訓練成效。研究結果如下：(1)各分群僅於獨創力與精密力的後測有顯著差異；(2)實驗教學前後，在變通力、獨創力與精進力方面，各分群均獲得顯著的提升；(3)在獨創力的提升成效方面，高分群顯著優於低分群；(4)科技創造力表現方面，各分群之間均具有顯著差異；(5) 創造力與科技創造力經驗證性因素分析，其模式契合度佳。

The Big Six Skills proposed by Prof. Eisenberg and Prof. Berkowitz offer a systematic alternative to traditional K-12 course frameworks that focus on location and access information skills. Through the process of finding and solving problems， the learning effects for students would be promoted. This study sampled ninety-eight fifth grade students who were divided into high score， middle score， and low score groups according to their academic achievement in science and technology. The purpose of this study was to investigate the effects of fostering creativity in making a self-made instrument using the Big Six Skills approach. The Williams Creative Assessment was used as the pre- and post- tests to assess the students' creative ability in fluency， flexibility， originality， and elaboration. The results were as follows: (a) according to an ANOVA test， there was a significant difference in the creative ability of originality and elaboration among the three groups in the post-test; (b) according to a t-test， the promotional effects for each group were significant in terms of their creative ability in flexibility， originality， and elaboration; (c) according to an ANCOVA test， the promotional effect for high score students showed a significant difference from that of the low score students; (d) according to an ANOVA test， there was a significant difference among the three groups in terms of their technological creative ability in fluency， flexibility， originality， and elaboration.