DIGITALEXPERIMENTAL EFFECTS OF CREATIVE TECHNIQUE TEACHING IN CREATIVE THINKING AND WORKS ANALYSIS
1 National Formosa University (TAIWAN)
2 Transworld University (TAIWAN)
2 Transworld University (TAIWAN)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 9204-9211
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0999
Publication year: 2016
Pages: 9204-9211
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0999
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
Dates: 4-6 July, 2016
Location: Barcelona, Spain
Abstract:
This research aims to explore experimental results in the performance differences and influential factors of creative technique teaching in creative thinking through the teaching experimental design. The quasi-experimental research method- nonequivalent pretest-posttest design was employed in this research. The research participants were 4 classes with 218 students randomly selected by the computer and they were also randomly assigned in the 2 classes as the experimental group, and the other 2 classes as the control group. The duration for the experimental teaching was 8 weeks. The research instruments included creative thinking questionnaire, ATTA, Abbreviated Torrance Test for Adults, and analytical tables with theoretical construction for pieces of works. The conclusions and recommendations are the following:Conclusion:
1. The scores received in all questions of creative thinking in the experimental group were significantly better than those received in the control group.
2. The performances of integrated creativity in the experimental group were significantly better than those made in the control group.
3. The influential factors of creative thinking performances were due to awareness, observation, techniques, and the inputs of reflections.
Recommendations:
1. Creative techniques teaching:
(1) Creative techniques teaching can facilitate the performance of creative thinking and this teaching method was worthy to be shared.
(2) Students should be encouraged to employ NM Analogical Teaching to build the capacity of gathering to complete concrete performances of QC, Question Conception with creative concepts.
(3) The cohesion of creative team management needs to be enhanced to enrich the creative thinking and creative problem-solving skills.
2. Performances of creative thinking:
(1) Creative thinking teaching should be linked with creative activities to reduce the students’ gap in terms of precision of work design.
(2) Students' language expression and graphic imagination should be enriched to continue the performances from creative thinking to creative problem-solving.