CPS教學對國小學生自然領域學習態度、創造力、後設認知與學習成就之影響

Abstract

The purpose of this study is to compare the effect of creative problem solving and traditional teaching program on the learning attitude, creativity, metacognition and learning achievement of six-grade regular students. The subjects are two regular six-grade classes with students in each class from Lung-Shan Elementary in Taichung County. One class is assigned as the experimental group, and the other is assigned as the control group. The research tools of ＜||＞Elementary Learning Attitude Scale＜||＞, ＜||＞Assessment of Creativity for Elementary Students＜||＞, ＜||＞Assessment of Metacognition＜||＞, and ＜||＞Assessment of Learning Achievement on Nature Science＜||＞, are utilized to analyze the difference in learning attitude, creativity, metacognition, and learning achievement of the two groups of students. The results of the study are intended to explore the impact of the creative problem solving teaching program on the students, and to provide theoretical framework and practical suggestion for the educational and counseling program and future research. The findings of this study indicate that the creative problem solving teaching program has a more positive effect on the students from the experimental group than those from the control group, in terms of their ＜||＞learning attitude＜||＞, ＜||＞creativity＜||＞, and ＜||＞metacognition＜||＞. However, there is no significant effect on ＜||＞achievement test＜||＞ and ＜||＞delay test of achievement＜||＞ for all the students. The results of this study suggest that the creative problem solving teaching program would enhance the students' learning attitude, creativity, and metacognition in the fields of nature science and technology.