原住民學童在電腦樂高機器人課程中的創造力與團隊合作能力

On the Development of Creativity and Cooperation Skills in Indigenous Elementary School Students During a LEGO Mindstorms NXT Course

我國九年一貫之課程目標在培養學生的十大基本能力，世界各國亦強調公民關鍵能力的重要性，希望透過教育提升公民素質，其中，科學、創造力與合作是各國共同重視的項目。本研究為了探討原住民學童在基礎機械概念學習及創造力與合作兩項能力的發展情形，將泰雅族原住民文化及CPS（Collaborative Problem Solving）教學策略，融入電腦樂高機器人與創造力的課程發展中，共開發9 個單元，包含教材、教學活動與評量工具，利用99 學年度上、下兩學期的綜合活動課程進行教學實驗。研究對象為宜蘭縣南澳鄉泰雅族部落（匿名）國小三年級24 名學童，採用前、後測評量與課堂觀察等方法蒐集資料。研究結果如下：(1)從樂高機器人基礎機械概念的前、後測成績可知，學童於基礎機械概念知識上達到顯著進步；(2)陶倫斯創造思考圖形測驗結果顯示，學童在流暢、獨創、精密、開放與創造潛能能力均達到顯著進步；(3)學童於學習、合作與分工上，能各司其職；於討論、解決問題與發表上，需要教師適時從旁協助；於反思、評量與總結上，能展現高度興趣及創意表現。

The objective of the nine-year integrated curriculum in Taiwan is to cultivate the ten basic competencies of students. Nations around the world have also accentuated the importance of key competencies in citizens, and it is hoped that through education, civic literacy can be enhanced. Among the basic competencies, many nations value the abilities to use technology, to be creative, and cooperative. This study investigated the development of two abilities, creativity and cooperation, in indigenous students while they learned basic mechanical concepts in a LEGO Mindstorms NXT course, which comprised nine units,during the 2010-2011 school year. Indigenous Atayal culture and teaching strategies involving collaborative problem solving were integrated into the course. The participants were 24 third graders from an elementary school serving the Atayal Tribes of Nan-ao, Ilan County. Data was collected through pretests, posttests, and classroom observations. The findings of this study are as follows. (1) The scores of the pretests and posttests indicate that the basic mechanical concepts of the students improved significantly. (2) The results of the figural Torrance Tests of Creative Thinking showed that the students improved significantly in fluency, originality, elaboration, openness, and creative potential. (3) In learning, cooperating, and the division of labor, the students were able to perform their respective duties; in discussion, problem-solving, and presentation, they required some guidance from the teacher; in reflection, assessment, and summary, the students displayed high levels of interest and creative performance.