臺灣博碩士論文加值系統

有關提升學生科學創造力的研究中，國外學者依據Paivio（1971）的二元編碼理論與Mednick（1962）的創造力聯想理論的理念，引入刺激物來激發創造力表現，且被證實可行。其中，Paivio的二元編碼理論指出，記憶與認知的運行，仰賴文字系統與圖像系統，此二系統可以互相聯結，亦可以獨自運作。而Mednick（1962）的創造力聯想理論提及，聯結的數目越多，產生的想法數越多；聯結物之間的距離越遠，則出現具有創意的反應的機率越高。研究者構想若將二元編碼理論引入聯結的方式，將有助於新想法的產生，並由此設計出刺激物模式與關聯距離兩個變項，以驗證兩個理論合併後其論點是否仍成立；並探討何種模式與關聯距離對科學創造力表現最有助益。
本研究採用問卷調查法，資料分析著重「量」的探討，並以研究者自編的「國小學童科學創造聯想」量表作為研究的工具。該工具針對刺激物模式與關聯距離兩變項，設計出七種版本的紙筆測驗工具，以便蒐集相關資料進行分析。研究樣本為高雄市某國小四年級學生，總受測人數為364人。
本研究的主要發現如下：
1.圖文共存的模式下，對四年級國小學童的科學創造力各向度的表現助益最佳；圖形刺激物模式下的表現次之；文字刺激物模式下的表現又次之；無刺激物模式則表現最差。
2.刺激物關聯距離較近，對四年級學童的科學創造力中的「流暢力」之表現助益最大；刺激物關聯距離較遠則對學童的科學創造力中的「變通力」與「獨創力」之表現助益最大；而無刺激物組在所有向度的表現都最差。
最後根據研究結果與發現，從研究工具、教學設計與後續研究方向三方面，提出一些建議。

Among the researches of scientific creativity, some foreign scholars accepted the viewpoints of the dual coding theory and the associative theory of creativity. They used stimulus to increase the scientific creativity achievements of the learners, and the way was effective. Paivo (1971) assumes that memory and cognition are served by verbal systems and image system. The two systems are presumed to be interconnected but capable of functioning independently. Mednick (1962) indicated that the greater the number of associations that an individual has to the requisite elements of problem, the greater the probability of his reaching a creative solution. He also speculated that the greater the “distance” between associative elements, the greater the possibility of a creative response. The associative connections suggested by the dual coding theory may help the generation of new ideas. Two varieties in this study were stimulus modes and associative distance, which were used to prove that the combination of this two theory is effective and explored what kind of stimuli modes and associative distance are better for increasing scientific creativity.
This study was questionnaires survey designed to compare the effect of different stimuli modes and associative distance. The instruments were used to collect data that were analyzed in this study. The subjects of this study were all the forth-grade students of a primary school in Kaohsiung. 364 students were tested in this study.
The major findings were:
1. The use of both word and picture stimuli in this test resulted in the highest level scores of fluency, flexibility and originality of scientific creativity. The use of picture stimuli in this test resulted in second level scores of fluency, flexibility and originality of scientific creativity. The use of word stimuli in this test resulted in third level scores of fluency, flexibility and originality of scientific creativity. The use of non-stimuli in this test resulted in the lowest level scores of fluency, flexibility and originality of scientific creativity.
2. The use of stimuli with closed associative distances in this test resulted in the highest level scores of fluency of scientific creativity. The use of stimuli with remote associative distances in this test resulted in second level scores of fluency of scientific creativity. The use of noun stimuli in this test resulted in the lowest level scores of fluency of scientific creativity.
3. The use of stimuli with remote associative distances in this test resulted in the highest level scores of flexibility and originality of scientific creativity. The use of closed stimuli with associative distances in this test resulted in second level scores of flexibility and originality of scientific creativity. The use of noun stimuli in this test resulted in the lowest level scores of flexibility and originality of scientific creativity.

中文摘要……………………………………………………………I
英文摘要…………………………………………………………..III
目次………………………………………………………………..V
圖次………………………………………………………………VII
表次………………………………………………………………VII
第壹章 緒論………………………………………………………1
第一節 研究背景與動機………………………………………1
第二節 研究目的………………………………………………4
第三節 研究假設………………………………………………5
第四節 名詞釋意………………………………………………7
第五節 研究限制………………………………………………9
第貳章 文獻探討………………………………………………..10
第一節 創造力的理論基礎…………………………………..10
第二節 科學學習、教學與創造力…………………………..22
第三節 問題解決與創造思考………………………………..32
第四節 圖形刺激物在創造思考中的角色…………………..42
第五節 二元編碼理論………………………………………..44
第六節 創造力聯想理論……………………………………..47
第七節 科學創造力的評量…………………………………..49
第八節 綜合討論…………………………………………….51
第參章 研究設計與方法……………………………………….54
第一節 研究設計的理念…………………………………….54
第二節 研究流程…………………………………………….57
第三節 研究工具之編製…………………………………….60
第四節 研究對象…………………………………………….66
第五節 資料處理…………………………………………….67
第六節 研究的信度與效度………………………………….68
第肆章 研究結果與討論……………………………………….70
第一節 國小學童在科學創造聯想活動後的流暢力表現分析與探討……………………………………………….70
第二節 國小學童在科學創造聯想活動後的變通力表現分析與探討……………………………………………….75
第三節 國小學童在科學創造聯想活動後的獨創力表現分析與探討……………………………………………….79
第四節 綜合討論…………………………………………….83
第伍章 結論與建議…………………………………………….84
第一節 結論………………………………………………….84
第二節 建議………………………………………………….86
參考文獻………………………………………………………….89
一、中文部分………………………………………………….89
二、英文部分………………………………………..………. .93
附錄………………………………………………………………100
附錄一 國小學生科學創造聯想1……………………………100
附錄二 國小學生科學創造聯想2a………………………….106
附錄三 國小學生科學創造聯想2b………………………….112
附錄四 國小學生科學創造聯想3a………………………….118
附錄五 國小學生科學創造聯想3b………………………….124
附錄六 國小學生科學創造聯想4a………………………….130
附錄七 國小學生科學創造聯想4b………………………….137
附錄八 獨創力評分表……………………………….……….142

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