• 作者： 洪文東
• 作者服務機構： 國立屏東師範學院自然科學教育學系
• 中文摘要： 本研究旨在設計創造性問題解決化學單元教學活動與評測工具，並以準實驗研究法對國小五年級學童32 名進行實驗教學處理。採單組前後測實驗設計方式，比較國小學童在實驗教學處理前後，科學創造力與問題解決能力之表現情況，藉此評估所設計之教學活動及評測工具之有效性。本研究是依據Treffinger 和Isaksen（1992）改自Parnes（1967）所提出的創造性問題解決模式加以修正提出RCPS（Revised creative problem solving）創造性問題解決的基本教學模式，設計「水溶液的酸鹼性」為主題之單元教學活動，期能藉由創造性問題解決之教學活動歷程，激發學童科學創造力並促進其科學問題解決能力。結果發現如下：學童在「水溶液的酸鹼性」單元教學活動後科學創造力與問題解決能力有顯著之進步。本研究據此對科學教育上之教學評量與研究設計提出一些建議。
• 英文摘要： This study tried to develop revised creative problem solving (abbrev. RCPS) instructional units and assessment tools in elementary school chemistry courses. The treatment was studied using a quasi- experimental design including the pre and post testing of 32 fifth graders. The RCPS instructional unit was "Acid-base Properties of Aqueous Solutions". The assessment tools were "Test of Scientific Problem Solving" and "Test of Scientific Creativity". The major finding was that RCPS instruction of "Acid-base Properties of Aqueous Solutions" can increase students' scientific creativity and science problem solving ability because there was significant difference between the pre-test and post-test scores in scientific creativity and scientific problem solving. Based on the findings of this study, the researcher proposes that RCPS instruction of "Acid-base Properties of Aqueous Solutions" be used in elementary school natural science instruction and also provides suggestions for science instruction and future science education research.
• 中文關鍵字： 科學創造力、問題解決能力、教學活動設計
• 英文關鍵字： Instructional design, Problem solving, Scientific creativity