Investigation of Creative Science Competition Associated with Exploratory Laboratory for All (II)

[[abstract]]本計畫的目的是透過假日講習及訓練的方式，以提升國中學生的科學內涵與素養，最後以競賽的方式培育及檢驗同學的創造力與創新性。整個計畫包含數學、物理、化學、生物等四個子計畫及運動科學（包含在總計畫之中）。整個活動是由國立彰化師範大學理學院各系所及體育系的各專屬領域之具博士學位專職教授規畫，研究生及大學部學生參與輔導，部分活動的進行也結合遠哲科學教育基金會彰化辦公室共同辦理。各領域創意競賽是於九十三學年度期間舉辦，活動的進行主要是以中部的國中學生為對象，分領域實施二至三天探索式實驗的講習及訓練，最後各領域實施創意競賽，競賽也同時開放未參加講習及訓練的同等級學生參加，以收推廣及刺激潛能的發揮，各活動總計有一千多名學生參與。在講習與受訓期間，由各專業教授授課，同時並以隊輔實施輔導。講習及訓練的過程中，重視教師的引導，但減少講述式的授課，並加強同學對各項實驗以探索式「動手做」及「用心想」的模式，以學生的參與與表現為主。最後並藉由創意競賽的實施培養同學的創造力。結果顯示獲致相當正面的成果，並提供重要之經驗，未來，倘 能有系統的收集前、後測學生的學習成效，將更能具體的呈現研習成效。[[abstract]]The objective of this joint project was to provide both junior high and elementary school students with an opportunity to enhance their creativity. Hopefully, students’creativity could be promoted by means of learning process and competition activity. In order to stimulate students’ multiple creativity, five subprojects such as Mathematics, Physics, Chemistry, Biology, and Sports were included in this project. All principle investigators and co-principle investigators were the faculty members of college of science and department of physical education, National Changhua University of Education. In addition, this project collaborated with Y. T. Lee Foundation. Furthermore, both graduate and college students were involved in this study. These enthusiastic and delicate students were very competent to be a tutor or group assistant in the workshops or competition activities. In general, there were two phases in this study. Phase I, about two hundreds students were allowed to attend each workshop in the five different disciplines, of which every five students were grouped and leaded by one group assistant. Exploratory-oriented laboratory was emphasized during the workshop of 3 to 5 days. Therefore, all students were encouraged to be both hands-on and minds-on involving in the activities. Through sharing ideas and problem solving within the group, student’s creativity was believed to be positively and significantly enhanced. Phase II, not only the attendees of the workshop but also the same rank of students who did not attend the workshop could participate in the creativity competition. In such a way, the validity of the training in the workshop could be tested in public. Ultimately, a way to enhance innovation and creation was provided to our young generation. The positive results were obtained, and some problem’s was discussed and more research are needed in the future