Developing an Assessment Instrument on evaluation of integrated and traditional class instruction

本研究的目的是嘗試建立適當的評量國小高年級學生與國中學生自然科 創造力的模式與修訂適用的整合性科學創造力評量。研究過程是對兩所國小五年 級的學童與兩所國中一年級的學生，於各校選出四班而後隨機將其分成實驗組及 對照組，各由兩位參與本研究的自然科老師來教學，並邀請該校兩位教師共同參 與，進行為時一年半的追蹤。對照組的自然科試教材料是沿用該校所使用的傳統 式自然科教科書來教學;實驗組的自然科教學材料則是用由參與本整合型計畫的 自然科大學教授及國小、國中教材研發團隊老師共同研發的新設計的課程，以 3S 模式做為設計教案的統整主軸（Student-centered, Subject matter, Society ）。與 此課程之設計及其相關的能力評量測驗卷包含針對學生創造力三個面向的能 力：發現問題、解決問題、以及表達溝通。研究的理論根據主要是採用Sternberg 的「投資理論」（investment theory ），並加上整合過去各學者的研究，而收集學 生以下幾方面的資料：智能、各學科知識、思考型態、動機、人格、生長環境（含 家庭及學校方面）、標準化創造力測驗分數，另外加上老師對學生的觀察評分、 自然學科能力評量、以及學生課堂中的互評。其中自然學科能力評量分前測、中 測、以及後測來收集教學過程中學生表現變化的情形，其餘的資料則全為前測及 後測。本研究的結果顯示，3S 統整式課程教學對於國小高年級學童在科學創造 力評量中各個創造力指標中均有顯著的提升，教材研發團隊的授課教師在科學創 造力評量中各個創造力指標中也有顯著的提升效果。The purpose of this report is to briefly present our attempt on establishing an evaluation model on scientific creativity in fifth-grade students. One control group and one experimental group were selected and randomly assigned from each of schools to participate this study. Control groups received regular science materials but experimental groups received 3S integrated materials which were designed by university professors and school teachers to test three main abilities such as problem-finding, problem-solving, expression and communication. Based on Sternberg’s investment theory and past studies, we collected students’ following data from students ：intelligence, subjects knowledge, thinking styles, motivation, personality, family and school environment, standardized creativity test score. In addition, we collected the evaluation from teacher and from classmates, and evaluation of science knowledge. To know if students’ performances were influenced by teachers, teacher’s general styles were also included in our model to test their specific effect on students’ creativity performance. From this study, we would like to know if experiment groups do differ from control groups after receiving 3S integrated materials; to revise the creativity assessment battery we developed before; to establish a structural equation model of evaluation on students’ creativity ability; to know the changes of student’s creativity ability with time went by. This report presents the positive effects of 3S integrated materials and significant effect of teacher’s style effect on creativity. Further studies were suggested to discriminate the differences between primary school students and junior high school ones