中華心理學刊 民 82，35 卷，1 期，33-42
Chinese Journal of Psychology 1993, Vol.35, No.1, 33-42
陳淑絹（國立台灣師範大學教育心理與輔導學系）
摘要
本研究旨在依據Parnes創造性問題解決模式，編擬一套適合於高中學生的創造性問題解決課程，並經十二週的小組訓練，以探討此課程對高中數理資優班學生與普通班學生的語文創造思考、科學能力及科學相關態度的影響。語文創造思考以威廉斯創造力測驗、拓弄斯語文創造思考測驗評量，科學能力以自編高中科學能力測驗評量，科學態度以林寶山修訂（民70）科學相關態度測驗評量。結果顯示，大部份的活動課程都為學生所喜愛，覺得內容適切有趣；在拓弄斯語文創造思考測驗上，資優班學生流暢力、變通力及獨創力顯著優於普通班，實驗組亦顯著優於控制組；以威廉斯創造力測驗為前測，拓弄斯語文創造思考測驗為後測再分析創造力總分時，結果亦然。另外，科學能力測驗上，班別間有顯著差異，級別間則無。而科學相關態度測驗，資優班學生在科學的社會意義、休閒的興趣及生涯的興趣上優於普通班，組別間仍無顯著差異。
THE EFFECTS OF CREATIVE PROBLEM SOLVING TRAINING COURSES ON VERBAL CREATIVE THINKING, SCIENCE ABILITY. AND SCIENCE RELATED ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS
Shu-Chuan Chen（Department of Educational Psychology and Counseling National Taiwan Normal University）
Abstract
The purpose of this study was to examine the effects of the Creative Problem Solving Training Courses (CPSTC), which were designed based on the Parnes Creative Problem Solving framework, on verbal creative thinking, science ability, and science related attitudes of senior high school students. Total of forty-eight gifted and non-gifted senior high school students were randomly assigned into two groups, the experimental group and control group. The experimental group was composed of 24 students who attended the twelve- week creative problem solving courses, while the control group was constituted with another 24 students who received no training courses. The measures used in this study included: the Willian Tests of Creatity( WTC), the Torrance Tests of Creative Thinking(TTCT), the Tests of Science Ability(TSA), the Tests of Science Related Attitudes, and the Questionnaire on CPSTC. The data were analyzed by using two-factor analysis of variance and co-variance. The findings suggested that senior high school students, especially those with giftedness, could benifit from the Creative Problem Solving Training Courses. It was evident in the following results: (1) Most of the training courses were appreciated and perceived to improve the problem-solving ability by the subjects. (2) Both the gifted students and those in the experimental group were scored significantly higher on Verbal Fluency, Flexibility, and Originality in the TTCT than the nongifted students and those in the control group. There was an interaction effect of classes and group on Verbal Fluency. The same results were also found when the pretest scores on the WTC were used as the covariance variable for determining the effect of the training courses on the posttest scores on the TTCT. (3)The gifted students scored significantly higher on Creative, Problem Solving, and Critical Thinking in the Tests of Science Ability than the non-gifted students. No differences were found between the experimental and control groups on the performance in the TSA. (4) The students in the gifted education program performed better on Social Implications of Science, Leisure Interest in Science, and Career Interest in Science on the Tests of Science Related Attitudes. Similar performance on the same test were found between the students in the experimental and control groups.
