創意問題解決模式對大學生創造力之影響與團隊凝聚力之關聯性（英文稿）

Influence of a Creative Problem-Solving Approach on College Students’ Creativity and Its Relation With Team Cohesion

本研究旨在探討創意問題解決模式對工程學院大學生創造力之影響並探討其創造力與團隊凝聚力之關聯性。研究情境實施在臺灣北部某所公立大學機械工程系課程，研究編製創意問題解決模式，融入「工業4.0理論與實務」專題實作課程，教學課程為期18週，參與者為48名大專生，並將其分為四人小組製作創意專題。本研究採用混合研究設計，蒐集問卷調查（團隊凝聚力問卷）、創造力測量（創意繪圖展開測驗）與半結構式訪談等方式，深入瞭解創意問題解決歷程融入創意思考教學之有效性。本研究採用描述性統計、t檢驗與Pearson相關分析量化之結果。質化分析則採用半結構式訪談來支持量化之結果。研究結果顯示，機械工程系大學生在創意繪圖展開測驗的表現中前後測有顯著性的改善；在學生的創意思考方面，「創新性的創造力」也有顯著性的變化。此外，從質性結果中，發現部分學生對於課堂中教授的創意問題解決步驟和創意思維技巧給予肯定的評價，也有部分學生指出影響其創意產品製作和團隊凝聚力的可能困難和原因。最後，根據量化與質化分析之研究結果，本研究提出研究限制與相關建議，以供教育現場教師及未來相關研究之參考。

This study attempts to present further perspectives upon the effectiveness of developing creative thinking among engineering majors in college both through the incorporation of creative problem-solving (CPS) method and the influence of team cohesion in an engineering course so as to explore the impact of the proposed pedagogical approach on students’ creative thinking. The 18-week course plan created in this research features the context of Industry 4.0. A total of 48 participants were enrolled in the course and divided into groups each of which was expected to develop a thematic project. To provide a holistic understanding of the CPS approach’s influence on students’ creativity, the present research applied a mixed methodology, which included survey questionnaires (team cohesion questionnaire), creativity measurement (creativity test), as well as semi-structured interviews. Descriptive statistics, t-test and Pearson product-moment correlation were adopted to analyze the quantitative results. Qualitative contents of semi-structured interviews were used to support the quantitative data. The results showed that the engineering college students had a significant improvement between their pre-test score on creativity and their post-test score. Furthermore, a significant change in students’ types of creative thinking was also found in terms of their innovative creativity. Besides, interviews with student participants echoed with the quantitative results and showed preferences among students toward certain types of creativity. The qualitative results reveal how some students praised the benefits of the CPS steps as well as those of creative thinking techniques taught in class, how some of them also pointed out the difficulties and reasons that might have influenced their development of a team project, and how the same challenges caused them to struggle with creative thinking and the maintenance of team cohesion. Finally, the research results are summarized and limitations are acknowledged to engage instructors and future studies in a discussion about the implementation of creative training among students and about how it may facilitate their creative thinking.