本研究探討在團隊合作之下，透過創造性問題解決(CPS)的方法，對於工程學院學生的創造力、創意思考傾向以及創意產品的影響。研究情境實施在台灣北部某所公立大學機械工程系課程，研究編製創造性問題解決歷程，融入「工業4.0理論與實務」專題實作課程，由三位教師授課。課程內容包括：物聯網、大數據、虛實合一等主題，學生於期末需製作與工業4.0相關的實作專題。教學課程為期18週，參與者為48名大專生。本研究採用混合研究設計，蒐集問卷調查(創意思考傾向量表、團隊凝聚力問卷) 、創造力繪圖展開測驗與半結構式訪談等方式，深入了解創造性問題解決歷程融入創意思考教學之有效性。
　　本研究結果分為量化分析與質性分析兩種。在量化分析的研究結果顯示，工程系大專生在創造力繪圖展開測驗與創意思考傾向量表的表現中前後測有顯著性的差異，平均分數也有明顯的提高。創意產品成果平均分數表現良好。在創造力繪圖展開測驗中，其學生的創意思考類型「創新性的創造力」在前後測中也有顯著性的差異。此外，質性分析的結果也與量化結果相呼應，訪談表明學生們對創造力的類型有一定的偏好。在團隊凝聚力的部分，儘管量化結果表明它與創造力、創造力思考傾向與創意產品並無顯著的相關，但在低團隊凝聚力小組中，創造力繪圖展開測驗與其創意思考類型「適應性的創造力」的前後測存在顯著性的差異。在質性分析訪談中，部分學生對於課堂中教授的創造性問題解決步驟和創意思維技巧給予肯定的評價；從質性結果中也發現可能影響學生對創意產品製作和團隊凝聚力的態度和學生們創意思考的困難和原因。最後，根據量化與質化分析之研究結果，本研究擬出相關建議，以供教育現場教師及未來相關研究之參考。

　　This study attempts to present further perspective upon the effectiveness of developing creative thinking among engineering majors in college through the incorporation of creative problem solving (CPS) method and influence of team cohesion in an engineering course so as to lay the foundation for practical guidelines on trainings in creative thinking. The 18-week course plan of this research is specifically based on a context of Industry 4.0. A total of 48 participants enrolled in the course and were divided into groups to develop a thematic project. To provide a holistic understanding of CPS approach’s influence on students’ creativity, the present research applied a mixed methodology, which included survey questionnaires (creative thinking tendency scale and team cohesion questionnaire), creativity measurement (creativity test and creative product performance) as well as semi-structured interviews. Descriptive statistics, T-test, Pearson product-moment correlation were adopted to analyze the quantitative results. Qualitative content of semi-structured interviews were used to support the quantitative data.
　　The results showed that the engineering college students had significant improvement between students’ pre and post creativity measurement and creative thinking tendency. Furthermore, students’ innovative creativity was also found a significant change in students’ types of creative thinking. Besides, echoing with the quantitative results, interviews showed a fact that students possessed certain preference toward types of creativity. For the team cohesion, even though the results demonstrated that it showed low correlation with creativity, creative thinking tendency and creative product, significant differences were found from the pre to posttests of creativity test and adaptive creativity in the Low Team Cohesion Group. Moreover, according to the qualitative results, some students appraised on the help of CPS steps and creative thinking techniques we taught during the class, pointing out some difficulties and reasons that might influence the students’ attitude and creative thinking toward the team projects and team cohesion. Finally, the research results provided summaries and discussion for instructors and future study about implementing creative training for facilitating students’ creativity and creative thinking.

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