創造思考技法融入商品設計思考課程對國小高年級學童在創造力與問題解決能力之影響

Abstract

本研究旨在探討將創造思考技法融入商品設計思考課程，對國小高年級學童創造力與問題解決能力之影響。以臺北市某市立國民小學四個高年級班級，共94名學生為研究對象，本研究採準實驗研究法不等組前後測設計，研究對象分為實驗組44人、控制組50人，每組各有兩個班級。實驗組實施為期五週的課程，主軸為創意商品設計，結合設計思考的歷程，搭配奔馳法、隨機字詞、PMI思考法與世界咖啡館等創造思考技法進行實驗教學，控制組則接受未融入創造思考技法之領域課程。研究工具包含科技創造力測驗、威廉斯創造性傾向量表、學生創意自我效能量表及新編問題解決測驗。所得數據資料進行單因子共變數分析、二因子變異數分析，並以學生回饋表與課堂表現作為質性分析，進行探討。研究結果發現：（一）在科技創造力測驗中，實驗組在流暢力、變通力、獨創力、精進力及視覺造型之後測得分皆顯著優於控制組。（二）在威廉斯創造性傾向量表中，實驗組在總分、好奇性、想像性、挑戰性與冒險性之後測得分皆顯著優於控制組。（三）在學生創意自我效能量表中，實驗組在總分、創意策略思考信念、創意成品信念與抗衡負面評價信念之後測得分皆顯著優於控制組。（四）在新編問題解決測驗各中，實驗組在解決方法、界定原因、預防問題、變通性與有效性之後測得分皆顯著優於控制組。（五）根據課程回饋表，多數學生對創造思考技法融入課程抱持正向態度，學生偏好簡單且實用的技法，另外認為「世界咖啡館」透過瞭解同學想法，理解彼此觀點，有助於加深對於課程主題的認識。（六）將創造思考技法融入設計思考歷程，有助於提升學生之創造力及問題解決能力，對未來教師於國小高年級發展相關課程設計，具有參考價值。This study aimed to investigate the effects of integrating creative thinking techniques into a product design thinking course on the creativity and problem-solving abilities of upper-grade elementary school students. The participants consisted of 94 students from four upper-grade classes in a public elementary school in Taipei City. A quasi-experimental design with a nonequivalent pretest-posttest control group was employed. The experimental group (44 students) and the control group (50 students) each included two classes. The experimental group received a five-week course centered on creative product design, which incorporated the process of design thinking along with creative thinking strategies such as SCAMPER, random word technique, PMI thinking method, and World Café. In contrast, the control group participated in a regular integrative activity course that did not include creative thinking techniques.Research instruments included the Test of Technological Creativity, Williams Creativity Tendency Scale, Creative Self-Efficacy Scale for Students, and a newly developed Problem-Solving Ability Test. Data were analyzed through one-way ANCOVA and two-way ANOVA. In addition, student feedback and classroom performance were used for qualitative analysis. The results revealed that:1. In the Test of Technological Creativity Test, the experimental group scored significantly higher than the control group in fluency, flexibility, originality, elaboration, and visual modeling. 2. In the Creativity Assessment Packet, the experimental group outperformed the control group in total score, curiosity, imagination, challenge, and risk-taking. 3. In the Creative Self-Efficacy Student Scale, the experimental group showed significantly higher scores in total score, efficacy of creative thinking ability, efficacy of creative performance, Persistence against social persuasion.4. In the Problem-Solving Test, the experimental group achieved significantly better post-test scores in Finding Solutions, Finding Causes, Avoiding Problems, flexibility, and effectiveness.5. According to the feedback questionnaires, most students expressed positive attitudes toward the integration of creative thinking techniques. Students preferred techniques that were simple and practical, and found the World Café particularly helpful for understanding peers’ perspectives and deepening their comprehension of course topics.6. Integrating creative thinking techniques into the design thinking process can enhance students’ creativity and problem-solving abilities. The findings provide practical implications for designing related courses for upper-grade elementary education.