研究生: |
林彥辰 Yen-Chen Lin |
---|---|
論文名稱: |
創造思考技法教學對大學生創造力、團隊支持與社會呈現之影響 The Influence of Creative Thinking Instruction on College Student's Creativity, Work Group Supports and Social Presence |
指導教授: |
陳秀玲
Hsiu-Ling Chen |
口試委員: |
陳素芬
Su-Fen Chen 洪榮昭 Jung-Chao Hong |
學位類別: |
碩士 Master |
系所名稱: |
人文社會學院 - 數位學習與教育研究所 Graduate Institute of Digital Learning and Education |
論文出版年: | 2017 |
畢業學年度: | 105 |
語文別: | 中文 |
論文頁數: | 96 |
中文關鍵詞: | 創造思考技法教學 、工業4.0 、創造力 、團隊支持 、社會呈現 |
外文關鍵詞: | Creativity Teaching Strategies, Industry 4.0, Creativity, Work Group Support, Social Presence |
相關次數: | 點閱:691 下載:11 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討創造思考技法教學對大學生創造力、團隊支持、社會呈
現與創意產品成果之關聯,經由六次的創造思考技法教學,驗證此教學法在
大學生創造力、團隊支持、社會呈現之成效的影響。
本研究採單組前後測之實驗設計,研究對象為台北市一所公立大學機械
系與數位所學生,機械系21 人,數位所20 人,男生26 人,女生15 人。本
研究編製創造思考技法教學活動,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。本研究採用之量表有「拓弄
思圖形創造思考測驗(甲式)、(乙式)」量表、「團隊支持」量表與「社會呈
現」量表。
本研究結果分為量化分析與質性分析兩種,在量化分析中共有7 個結論:
1.創造力測驗TTCT 中的「標題」達到顯著下降;2.「團隊支持」前後測沒
有顯著差異,但平均分數有提高;3.「社會呈現」平均分數高於量尺中點;
4.「創意產品成果」平均分數普遍良好;5.「團隊支持」對於「社會呈現」
有顯著正向預測力;6.「團隊支持」對於「創意產品成果」有顯著正向預測
力;7.「社會呈現」對於「創意產品成果」無正向預測力。在質性分析中發
現學生對工業4.0 課程中的團隊合作收穫最大;在專題實務製作認為是本門
課最困難的部分;而在創造思考技法教學中認為六頂思考帽是最有幫助的創
造思考技法。
最後,根據量化與質化分析之研究結果,提出未來在工程教育中加入創
造思考技法教學之技法選擇與後續研究等建議。
The current study investigates the effects of creative teaching strategies with university students on the relationship among creativity, work group support, social presence, and creative performance. This study will look into the potential of work
group support and social presence predicting creative performance through a series of six creativity teaching sessions.
The present study uses a pretest-posttest design. It is done at a university in Taipei, Taiwan on engineering and digital learning students, with 21 engineering students, 20 digital learning students, of which 20 are male and 15 are female. The present study uses creativity teaching strategies in a Industry 4.0 project based
learning course lead by three professors. Course content includes content such as: Internet of Things, Big data, Click-and-Mortar. Students were required to create a project related to industry 4.0. This study uses Torrences Test for Creativity Thinking, work group support, and social presence surveys to collect the data.
Results are as follows:
1.TTCT’s Abstractness of Titles significantly dropped.
2.There was no change in Work Group Support; however a high average was maintained.
3.Average Social Presence was high.
4.Average Creative Performance was high.
5.Work Group Support can positively predict Social Presence.
6.Work Group Support can positively predict Creative Performance.
7.Social Support cannot predict Creative Performance.○8 The following was found through qualitative analysis: students in the Industry 4.0 course had significant gains in teamwork; Building the project was
the hardest part of the course; Students found the Six Thinking Hats method was the superior creativity teaching strategy in helping their creativity.
中文參考文獻
王睿千、林靜萍(2009)。創造思考技法教學模組對體育師資生創造力的影響。大專體育學刊,11(3),39 - 51。
李乙明(2006)。陶倫斯創造思考測驗圖形版。臺北市:心理。
林均燁(2011)。創造力教育在創新經濟時代的社會責任與發展策略。朝陽學報,16,1-30。
林廷華(2012)。幼兒教師創造力教學行為研究。正修學報,25,201-224。
何貞慧(2011)。六頂思考帽在國小五年級寫作教學之應用。國立臺北教育大學碩士論文,未出版,台北。
吳靜吉(2003)。創造力的評量--4P觀點。台北。http://class.pyps.ntpc.edu.tw/eweb/module/download/update/apple631013/file4809_6.pdf
香港教育統籌委員會(2000)。教育制度檢討改革方案諮詢文件摘要。2010年3月19日,取自http://www.e-c.edu.hk/tc/online/annex/c_ABR.pdf
教育部(2002)。創造力教育白皮書:打造創造力國度。臺北市:作者。
原來(2004)。腦力激盪術徹底應用。台北:新潮社。
陳姿羽、潘裕豐(2012)。高職藝術與設計群學生人格特質與創造力關係之研究:以復興商工為例。創造學刊,3(1),19-52。
陳雅慧(2012)。學習,動起來1-英國:創造力的學習。台北:親子天下。
陳龍安(1998)。創造思考技法教學的理論與實際 (修訂版)。台北:心理。
陳龍安(2008)。創造思考技法教學的理論與實際(第六版)。台北:心理。
徐聯恩、樊學良、楊琮熙(2016)。職場人員創造力訓練之理論與實務 -以台灣、香港、新加坡為例。科際整合管理研討會,320-335。
張世慧(2013)。創造力理論技法與教學。台北:五南。
張振成(2000)。創造思考技法教學與創造力的培養。創造思考教育,10,5-8。
黃慧珊(2012)。創造思考技法教學對國中學生創造力與樂觀特質之成效研究。臺灣師範大學碩士論文。台北。
湯堯、徐慧芝、蘇建洲(2016)。大學校院理工科系跨領域課程品質評估量表發展之研究。教育科學研究期刊。
劉慧玉(譯)(2010)。6頂思考帽:增進思考成效的6種魔法(原作者: Edward de Bono)。臺北市 : 臉譜。
賴麗珍(譯)(2007)。增進學生的學習動機-150種技法(原作者J.P. Raffini)。台北:心理。
英文參考文獻
A. Craft (Ed.), Creativity in schools: Tensions and dilemmas, Routledge, London and New York (2005).
Akyildiz, I. F., Lee, A., Wang, P., Luo, M., & Chou, W. (2014). A roadmap for traffic engineering in SDN-OpenFlow networks. Computer Networks, 71, 1-30.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of personality and social psychology, 45(2), 357.
Amabile, T. M., Goldfarb, P., & Brackfleld, S. C. (1990). Social influences on creativity: Evaluation, coaction, and surveillance. Creativity Research Journal, 3(1), 6-21.
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Oxford: Westview Press, Inc.
Amabile et al. (1996) .Assessing the work environment for creativity. Academy of management journal ,39(5) ,1154-1184.
Alkhateeb, O. S. (2015). The effect of the six hats based on program in the development of the pivotal thinking of Islamic concepts students in Hussein University. Journal of Education and Practice, 6(2), 1-14.
Angelaki, C., & Mavroidis, I. (2013). Communication and social presence: The impact on adult learners' emotions in distance learning. European Journal of Open, Distance and E-learning, 16(1).
Bachtold, L. M., & Werner, E. E. (1970). An evaluation of teaching creative skills to gifted students in grades 5 and 6. The Journal of Educational Research, 63(6), 253-256.
Barak, M. (2010). Motivating self-regulated learning in technology education. International Journal of Technology and Design Education, 20(4), 381-401.
Beghetto, R. A., & Kaufman, J. C. (2014).Classroom contexts for creativity. High Ability Studies, 25(1), 53-69.
Berglas, S., Amabile, T. M., & Handel, M. (1981). Effects of evaluation on children's artistic creativity. Unpublished manuscript, Brandeis University.
Bocconi, S., Kampylis, P. G., & Punie, Y. (2012). Innovating learning: Key elements for developing creative classrooms in Europe. Luxembourg: Publications Office of the European Union.
Butler, D. L., & Kline, M. A. (1998). Good versus creative solutions: A comparison of brainstorming, hierarchical, and perspective-changing heuristics. Creativity Research Journal, 11(4), 325-331.
Case, S., Schneider, S. K., White, L. J., Kass, S. J., Manning, K., & Wilde, N. (2013, May). Integrating globally distributed team projects into software engineering courses. In Collaborative Teaching of Globally Distributed Software Development (CTGDSD), 2013 3rd International Workshop on (pp. 25-29). IEEE.
Chan, Z. C. (2013). A systematic review of creative thinking/creativity in nursing education. Nurse Education Today, 33(11), 1382-1387.
Chang, Y. S., Chien, Y. H., Yu, K. C., Lin, H. C., & Chen, M. Y. C. (2016). Students’ innovative environmental perceptions and creative performances in cloud-based m-learning. Computers in Human Behavior, 63, 988-994.
Chang, S. H., Wang, C. L., & Lee, J. C. (2016). Do award-winning experiences benefit students' creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity. Learning and Individual Differences, 51, 291-298.
Cheung, T., Kwok, R., & Mark, K. P. (2014, June). Understanding of the usefulness of social and mobile learning applications in a large class-size setting: An empirical analysis. In EdMedia: World Conference on Educational Media and Technology (Vol. 2014, No. 1, pp. 1251-1262).
Csikszentmihalyi, M. (1996).Flow and the psychology of discovery and invention.New Yprk: Harper Collins.
Csikszentmihalyi, M. (1999).Implications of a systems perspective for the study of creativity.In R.J. Sternberg (eds.), Handbook of Creativity(p313-335). NY:Cambridge.
Cropley, A. J. (2001). Creativity in education & learning: A guide for teachers and educators. Psychology Press.
Costley, J. (2016). The Effects of Instructor Control on Critical Thinking and Social Presence: Variations within Three Online Asynchronous Learning Environments. Journal of Educators Online, 13(1), 109-171.
Culvenor, J., & Else, D. (1997). Finding occupational injury solutions: the impact of training in creative thinking. Safety Science, 25(1), 187-205.
Daly, S. R., Seifert, C. M., Yilmaz, S., & Gonzalez, R. (2016). Comparing ideation techniques for beginning designers.Journal of Mechanical Design, 138(10), 1-12.
Dewey, J. (1897). My pedagogic creed.The School Journal, LIV(3), 77-80.
Drake, G.( 2003). This place gives me space: place and creativity in the creative industries. Geoforum, 34(4), 511-524.
Dumas, D., & Dunbar, K. N. (2014). Understanding fluency and originality: A latent variable perspective. Thinking Skills and Creativity, 14, 56-67.
Dul, J., & Ceylan, C. (2014).The impact of a creativity‐supporting work environment on a firm's product innovation performance. Journal of Product Innovation Management, 31(6), 1254-1267.
Ekvall, G. (1991). The organizational culture of idea-management: A creative climate for the management of ideas.Managing Innovation, (pp. 73-79). London, England:Sage.
Elerud‐Tryde, A., & Hooge, S. (2014). Beyond the generation of ideas: virtual idea campaigns to spur creativity and innovation. Creativity and Innovation Management, 23(3), 290-302.
Fleith, D. S. (2000).Teacher and student perceptions of creativity in the classroomenvironment.Journal of Roper Review, 22(3), 148-153.
Forthmann, B., Wilken, A., Doebler, P., & Holling, H. (2016). Strategy Induction Enhances Creativity in Figural Divergent Thinking. The Journal of Creative Behavior.
Framework for 21st Century Learning - P21.(n.d.). Retrieved January 13, 2017, from http://www.p21.org/our-work/p21-framework
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2), 87-105.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1), 5-9.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.
Garrison, D. R. (2011).E-Learning in the 21st Century: A Framework for Research and Practice. NY: Routledge.
Gnezda, N. M. (2011). Cognition and emotions in the creative process.Art Education,64(1), 47-52.
Guegan, J., Nelson, J., & Lubart, T. (2017). The Relationship Between Contextual Cues in Virtual Environments and Creative Processes. Cyberpsychology, Behavior, and Social Networking, 20(3), 202-206.
Guilford, J. P. (1962). Creativity: Its measurement and development. A source book for creative thinking, 151-167.
Guilford, J. P. (1977). Way beyond the IQ: Guide to improving intelligence and creativity. Buffalo, NY: Creative Education Foundation.
Hallman, R. (1963).The commonness of creativity.Education Theory,13,19-33.
He, L. W. (2013). Organizational Innovative Climate, Innovative Behavior and the Mediating Role of Psychological Capital: The Case of Creative Talents. In The 19th International Conference on Industrial Engineering and Engineering Management (pp. 1607-1616). Springer Berlin Heidelberg.
Higuchi, T., Yuizono, T., Miyata, K., Sakurai, K., & Kawaji, T. (2016). Creativity effects of Idea-Marathon System (IMS): Torrance Tests of Creative Thinking (TTCT) figural tests for college students. In Knowledge, Information and Creativity Support Systems: Recent Trends, Advances and Solutions (pp. 185-200). Springer International Publishing.
Huang, L., Krasikova, D. V., & Liu, D. (2016). I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity.Organizational Behavior and Human Decision Processes, 132, 49-62.
Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19(1), 69-90.
Hostetter, C., & Busch, M. (2006).Measuring up online: The relationship between social presence and student learning satisfaction.Journal of Scholarship of Teaching and Learning, 6(2), 1–12.
Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning, 13(1), 77–86.
Hwang, R. H., Wu, J. J., Hsiung, P. A., & Lai, C. F.(2016). Design and Implementation of a Learning Platform for a Computer Science Capstone Course based on Project-based Learning and Creative Thinking. In The 44th SEFI Conference on Engineering Education on Top of the World:Industry University Cooperation(pp. 43-56). Tempere Finland.
James, M. A. (2015). Managing the classroom for creativity. Creative Education, 6(10), 1032-1043.
Kelly, N., Clarà, M., Kehrwald, B., & Danaher, P. A. (2016). Presence, Identity, and Learning in Online Learning Communities. In Online Learning Networks for Pre-Service and Early Career Teachers (pp. 43-56). Palgrave Macmillan UK.
Kim, H. (2015). The effect of a climate change monitoring program on students’ knowledge and perceptions of STEAM education in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1321-1338.
Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520.
Kim, S., & Yoon, G. (2015).An innovation-driven culture in local government do senior manager’s transformational leadership and the climate for creativity matter?. Public Personnel Management, 44(2), 147-168.
Kivunja, C. (2015). Using De Bono’s six thinking hats model to teach critical thinking and problem solving skills essential for success in the 21st century economy. Creative Education, 6(3), 380-391.
Kotb, A. G. (2016). Effect of brainstorming program on teaching skills for student’s teacher. Journal of Applied Sports Science, 6(1) 47-51.
Li, F., Deng, H., Leung, K., & Zhao, Y. (2016).Is perceived creativity‐reward contingency good for creativity? The role of challenge and threat appraisals.Human Resource Management.1-17.
Litcanu, M., Prostean, O., Oros, C., & Mnerie, A. V. (2015). Brain-Writing Vs. Brainstorming Case Study For Power Engineering Education. Procedia-Social and Behavioral Sciences, 191, 387-390.
Lone, J. A., Bjørklund, R. A., Østerud, K. B., Anderssen, L. A., Hoff, T., & Bjørkli, C. A. (2014). Assessing knowledge-intensive work environment: General versus situation-specific instruments. European Journal of Work and Organizational Psychology, 23(3), 469-482.
Mayer, R.E. (1999). 22 Fifty Years of Creativity Research. Handbook of creativity(pp. 449)New York, NY: Cambridge University Press.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia medica, 22(3), 276-282.
Nassif C. (2004). Investigating creativity with the MMPI-2.Doctoral thesis. Dakota: University of Dakota. Dissertation Abstracts International, 65(04B), 2136–2280.
Newton, D. P. (2010).Assessing the creativity of scientific explanations in elementary science: An insider–outsider view of intuitive assessment in the hypothesis space.Research in Science & Technological Education, 28(3), 187-201.
Newton, D. P. (2013). Moods, emotions and creative thinking: A framework for teaching. Thinking Skills and Creativity, 8, 34-44.
Novotná, J., Verbovanec, Ľ., & Török, Ľ. (2013).Creativity and Motivation in Higher Education Teacher Training. Acta Technologica Dubnicae, 3(1), 1-23.
Nurhasanah, I. B., Martin, R., & Amalia, R. (2015, July).The Application Of Brainstorming To Improve Student’s Writing Skill. In International Multidiciplinary Conference on Social Sciences (IMCoSS).
Oh, J., Lee, J., & Kim, J. (2013). Development and application of STEAM based education program using scratch: Focus on 6th graders’ science in elementary school. In Multimedia and ubiquitous engineering (pp. 493-501). Springer Netherlands.
Ozoke, V. (2016).Flipping Nigeria’s public school classrooms for the twenty-first century: a problem-solving approach.Journal of Educational Policy and Entrepreneurial Research, 3(7), 1-12.
Özbağ, G. K. (2014). A research on the relationships among perceived organizational climate, individual creativity and organizational innovation. Journal of Business Research, 6(1), 21-31.
Paiva, T., & Tadeu, P. (2015). A creative and entrepreneurship project promotion of primary schools and high education.The Turkish OnlineJournal of Educational Technology,6-9.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.
Reichers, A. E., & Schneider, B. (1990). Climate and culture: An evolution of constructs. Organizational climate and culture, 1, 5-39.
Rhodes, M. (1961).An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310.
Roy, P. (2016). 2 Creativity and science education for the gifted.International Perspectives on Science Education for the Gifted: Key Issues and Challenges.New York, NY: Routledge.
Runco, M. A. (2007). Creativity theories and themes: Research, development, and practice. Burlington, MA:Elsevier Academic Press.
Richardson, J. C., Arbaugh, J. B., Cleveland-Innes, M., Ice, P., Swan, K. P., & Garrison, D. R. (2012).Using the community of inquiry framework to inform effective instructional design.In The Next Generation of Distance Education (pp. 97-125). Heidelberg, London: Springer.
Richardson, J. C., Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction.Journal of Asynchronous Learning Networks, 7(1), 68–88.
Rizi, C. E., Najafipour, M., & Dehghan, S. (2013). The Effect of the using the Brainstorming Method on the Academic Achievement of Students in Grade Five in Tehran Elementary Schools. Procedia-Social and Behavioral Sciences, 83, 230-233.
Russo, T., & S. Benson. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1)54–62.
Santos, S., Jiménez, S., Sampaio, J., & Leite, N. (2017). Effects of the Skills4Genius sports-based training program in creative behavior. PloS one, 12(2), e0172520.
Spuzic, S., Narayanan, R., Abhary, K., Adriansen, H. K., Pignata, S., Uzunovic, F., & Guang, X. (2016). The synergy of creativity and critical thinking in engineering design: The role of interdisciplinary augmentation and the fine arts. Technology in Society, 45, 1-7.
Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., ...& Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89-95.
Silvia, P. J. (2008). Interest—The curious emotion. Current Directions in Psychological Science, 17(1), 57-60.
Sharifirad, M. S. (2016). Can incivility impair team’s creative performance through paralyzing employee’s knowledge sharing? A multi-level approach. Leadership & Organization Development Journal, 37(2), 200-225.
Short, J., Williams, E., & Christie, B. (1976).The social psychology of telecommunication. London, UK: Wiley.
Schneider, B. (1990). The climate for service: An application of the climate construct. Organizational climate and culture, 1, 383-412.
Sternberg, R. J., & Lubart, T. I. (1995).Defying the crowd: Cultivating creativity in a culture of conformity. New York,NY: Free Press.
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: the Community of Inquiry framework. Information technology and constructivism in higher education: Progressive learning frameworks. Hershey, PA: IGI Global.
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: the Community of Inquiry framework. Information technology and constructivism in higher education: Progressive learning frameworks. Hershey, PA: IGI Global.
Tesluk, P. E., Farr, J. L., & Klein, S. R. (1997).Influences of organizational culture and climate on individual creativity. The Journal of Creative Behavior, 31(1), 27-41.
Toyama, H., & Mauno, S. (2016). Associations of trait emotional intelligence with social support, work engagement, and creativity in Japanese eldercare nurses.Japanese Psychological Research, 59(1), 14-25.
Torrance, E. P. (1966). The Torrance Tests of Creative Thinking - Norms-Technical Manual Research Edition - Verbal Tests, Forms A and B - Figural Tests, Forms A and B. Princeton NJ: Personnel Press.
Torrance, E. P. (1969). Creativity. What research says to the teacher.Washington, DC: National Education Association.
Vernon, D., & Hocking, I. (2014). Thinking hats and good men: Structured techniques in a problem construction task. Thinking Skills and Creativity, 14, 41-46.
Vernon, D., Hocking, I., & Tyler, T. C. (2016). An evidence-based review of creative problem solving tools: a practitioner’s resource. Human Resource Development Review, 15(2), 230-259.
Wang, J. C. S. (2016). From learning outcomes to educational possibilities—What happens when philosophical community inquiry" works wonders" with university students in Taiwan. Analytic Teaching and Philosophical Praxis, 36(1),36-43.
West, M. A. (2002). Sparkling fountains or stagnant ponds: An integrative model of creativity and innovation implementation in work groups. Applied psychology, 51(3), 355-387.
Williams, F. E. (1972). A total creativity program for indiviualizing and humanizing the learning process. Englewood Cliffs, N.J.: Educational Technology.
Whiteside, A. L. (2015). Introducing the Social Presence Model to explore online and blended learning experiences. Online Learning, 19(2).
Yeh, S. S., & Huan, T. C. (2017). Assessing the impact of work environment factors on employee creative performance of fine-dining restaurants. Tourism Management, 58, 119-131.
Yoo, Y., & Alavi, M. (2001). Media and group cohesion: Relative influences on social presence, task participation, and group consensus. MIS quarterly, 371-390.
Yore, L. D., Shymansky, J. A., & Treagust, D. F. (2016). An international perspective on the people and events shaping science education in Taiwan—Past, present, and future. In Science Education Research and Practices in Taiwan (pp. 397-419). Springer Singapore.
Zhao, H., Sullivan, K. P., & Mellenius, I. (2014). Participation, interaction and social presence: An exploratory study of collaboration in online peer review groups. British Journal of Educational Technology, 45(5), 807-819.