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Title: 科學遊戲教學方案對幼兒創造力影響之研究
Effects of Play-based Science program on children’s creativity
Authors: 蔡宜穎
TSAI,YI-YING
Contributors: 陳振明
Chen-Ming CHEN
幼兒保育學系
Keywords: 幼兒創造力;科學遊戲;創造力;遊戲;方案;幼兒;科學;創造思考教學
play-based science;children creativity;creativity teaching
Date: 2007
Issue Date: 2011-05-23 16:35:03 (UTC+8)
Publisher: 高雄市:[樹德科技大學幼兒保育學系]
Abstract: 科學遊戲教學方案對幼兒創造力影響之研究

摘要
本研究旨在依據陳龍安(1989)創造思考教學模式「問想做評」之架構
編擬一套適合幼兒的科學遊戲教學活動方案,經由十二週實驗教學後,探
討此教學方案對提昇幼兒創造力的成效。
本研究採準實驗研究設計中的不等組前測-後側設計(nonequivalent
control-group design),以立意取樣選取高雄市某幼稚園大班幼兒為研究對
象。實驗組30 名幼兒接受十二週的科學遊戲教學方案的創造力教學,控
制組24 名幼兒接受一般講述式創造思考教學。研究工具為「新編創造思
考圖形測驗」、「陶倫斯創造思考圖形測驗乙式」以及「威廉斯創造性思考
和傾向評定量表」,以單因子共變數分析進行各組表現差異之比較,以效
果量(effect size)進行各組實驗成效之評估,研究結果如下:
一、在「新編創造思考圖形測驗」部分,實驗組幼兒在「圖形變通力」、「圖
形精進力」的表現優於控制組且達統計考驗顯著水準,在「圖形流暢
力」、「圖形獨創力」表現兩組差異則未達顯著水準。在創造力各向度
的效果量估計部分,實驗組在各向度的效果量皆高於控制組。
二、在「陶倫斯圖形創造思考測驗」部分,實驗組幼兒在「圖形精進力」
表現顯著優於控制組且達統計考驗顯著水準。在「圖形流暢力」、「圖
形變通力」、「圖形獨創力」表現兩組差異則未達顯著水準。在創造力
各向度的效果量估計部分,實驗組在「圖形流暢力」、「圖形獨創力」、
「圖形精密力」的效果量高於控制組。
三、在「威廉斯創造性思考和傾向量表」表現部分,實驗組與控制組幼
兒在「好奇性」向度兩組差異達顯著水準。
本研究最後根據研究結果,對幼教師、家長、評量工具及未來的研究
等方面提出建議,以供後續研究與教學者之參考。

關鍵字:幼兒創造力,科學遊戲,創造思考教學
Effects of Play-based Science program on children’s creativity

Abstract
The purpose of this study was based on Dr. Chen (1989) model of ATDE,
designed a play-based science program for young children,and investigated the effectiveness of which improving young children’s creativity after 12weeks experiment teaching.
This study was adopted nonequivalent controlgroup design by
quasi-experimental designs. The subjects of this study came from kindergartens in Kaoshiung city and selected by purposive sampling method. Thirty children as an experimental group received a playbased
science program for 12 weeks;
Twenty-four children were in control group and receive regular creativity teaching through lecture. The instruments included New Creativity Test and Torrance Tests of Creative Thinking, Figural B (TTCT), and CAP / Williams
Scale to collect data. The data were analyzed by oneway
ANCOVA and used effect size to evaluate the effectiveness of fluency, flexibility, originality, and elaboration. The results were following:
1. In New Creativity Test the children from experimental group had better performance in “picture flexibility” and “picture elaboration” than control group, and reached statistical significant difference. However, there were no differences among “picture fluency” and “picture originality”. In effect size of creativity, experimental group had higher effect size than control group in
every item (fluency, flexibility, originality, and elaboration).
2. In Torrance Tests of Creative Thinking, Figural B (TTCT), the children from experimental group performed better in “picture elaboration” than control group, and reached statistical significant difference. There were no differences among “picture fluency”, “picture flexibility”, and “picture
originality”. In effect size of creativity, experimental group had higher effect size than control group in “picture fluency”, “picture originality”, and
“picture elaboration”.
3. In CAP / Williams Scale, there were significant differences on “curious” between experimental group and control group.
Finally, the result of this study can be taken as reference for kindergarten teachers, parents, norm instrument designed, and future researches.

Key word: young children, children creativity, playbased science, creativity teaching
Appears in Collections:[兒童與家庭服務系(所)] 博碩士論文

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