創造力之課程經驗與學習成效的相關研究：以工程學門大學生為例   免費試閱

Correlation Analysis of Curriculum Experience and Learning Outcomes for Creativity Competence: Empirical Survey of Undergraduates in Engineer Domains

期待大學提供更多機會以培養工程學門學生創造力之需求日益明顯，因而，創造力教育在工程學門持續受到重視。然而，實施創造力教育的學習歷程仍未充分受到剖析，特別是課程經驗應被視為增進學生創造力以符合工程專業目標的重要途徑。因此，研究者透過實徵調查以探討工程學門學生課程經驗與創造力學習成效的自我評估。藉由問卷的研究工具，針對強調創造力培養的工程科目，蒐集學生意見與觀點。共計完成470份有效樣本，並以平均數、相關係數及典型相關等統計策略，解析學生在課程中所習得的經驗與創造力學習成效之間的關聯情形。文末，本研究提出結論與未來研究和實務之建議。

Universities are increasingly expected to provide more opportunities that foster and nurture creativity in engineering students; therefore, creativity education in engineering is an ongoing critical mission for universities. However, the importance of implementing creativity education in the learning experiences has not been fully recognized. Curriculum experience defines as a critical approach for enforcing undergraduates’ creative mind to meet the advancing goal of the engineering profession. The research conducted by empirical survey of the engineer domains students learning experience and their self-evaluation of the learning-outcomes in their creativity. The author established a research instrument of questionnaire to collect students’ opinion and perspectives via the courses which emphasizes creativity cultivation in engineer courses. There are 470 respondents and the statistical strategies are including means, correlation and canonical correlation analysis. The testing and survey results illustrate students’ competences attaining by their curriculum experiences and creativity achievements. The researcher provides conclusions and suggestions for future research and practical developments.