A Practical Study on Developing the Scientific Creativity Tests and on Examining the Creative Teaching Methods Using These Tests.

开发科学创造力测试和利用这些测试检验创造性教学方法的实践研究。

基本信息

  • 批准号:
    14580188
  • 负责人:
  • 金额:
    $ 2.3万
  • 依托单位:
  • 依托单位国家:
    日本
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
  • 财政年份:
    2002
  • 资助国家:
    日本
  • 起止时间:
    2002 至 2004
  • 项目状态:
    已结题

项目摘要

Many youngsters' science festivals was planed and carried out in the elementary school, the secondary school and the science museum of Gifu aerie. These Festivals involved boys, girls, and their parents in the science experimental activities. In this year, these were held 6 times, total participants were about 10 thousands. Above all, the festival in elementary school was designed to analyze the pupils' creative activities. The results of analysis were as follows :Three inquiry activity styles were found. Characteristic activity of each style was to study challengingly, to repeat the same operation, and to depend on other' s activity respectively. Challenge group showed better academic achievement of science learning, and were more active to science lessons, but dependent group showed low academic achievement.A teaching method to instigate creative thinking was designed, and carried out on elementary science lesson and high school science lessons. This method for Elementary science classes of grade fifth unit "Lever" was used checklist that suggest pupils how to think critically about each lever task in every science class. Checklist group and no-checklist group were compared using two kinds of science creativity test and divergent thinking task. Consequently, following results were obtained. High creative pupils were instigated the divergent thinking less than low creative pupils. So this checklist referred low creative pupils to thinking, but put the restriction of divergent thinking for high creative pupils.One of High school teaching method was used checklists that were listed 8 hints how to think divergently. Another method was instructing how to induce analogical reasoning.Consequently, it was clarified that both methods were effective to teaching method for creative thinking.The practicability and effectiveness of developed creativity tests were found, and it was concluded that creative thinking was able to be trained by adequate teaching method.
在岐阜学园的小学、中学、科学馆等地策划并举办了许多青少年科学节。这些实验室让男孩、女孩和他们的父母参与科学实验活动。在这一年里,这些活动举办了6次,总参与者约有1万人。最重要的是,在小学的节日设计,以分析学生的创造性活动。研究结果表明:探究性活动有三种类型,每种类型的特征活动分别是挑战性学习、重复性操作和依赖性活动。本研究设计了一种激发创造性思维的教学方法,并在小学和高中科学课上进行了实验。这种方法用于小学五年级单元“杠杆”的科学课,用于检查表,建议学生如何批判性地思考每一个杠杆任务,在每一个科学课。采用两种科学创造力测验和发散性思维测验对检查表组和无检查表组进行比较。因此,获得了以下结果。高创造力学生的发散性思维比低创造力学生的发散性思维更少。因此,该检查表指导低创造性学生进行思维,而限制高创造性学生的发散思维。高中教学方法之一是使用检查表,列出如何发散思维的8个提示。结果表明,这两种方法都是培养创造性思维的有效教学方法,开发的创造性测验具有实用性和有效性,通过适当的教学方法可以培养创造性思维。

项目成果

期刊论文数量(68)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
A Collective Study on the International Cooperation of Science Education for Developing Country.
发展中国家科学教育国际合作集体研究。
直接体験による理解を促す教材実験の開発I
开发通过直接体验促进理解的教材实验 I
尾崎浩巳, 市原貴史: "ベース知識の与え方が類推の誘導に及ぼす影響について-森林の洪水防止作用を考察させた課題結果の検討-"日本理科教育学会全国大会論文集. 第1号. 236 (2003)
Hiromi Ozaki、Takashi Ichihara:“关于如何提供基础知识对类比归纳的影响 - 考虑森林防洪效果的任务结果的检验 -”日本科学学会全国会议论文集教育。1.236(2003)
  • DOI:
  • 发表时间:
  • 期刊:
  • 影响因子:
    0
  • 作者:
  • 通讯作者:
Impressions of Participants and Instructors in Youngsters' Science Festival.
青少年科学节参与者和指导员的印象。
理科実験活動にみられる創造的思考についての実証的研究
科学实验活动中创造性思维的实证研究
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OZAKI Koji其他文献

OZAKI Koji的其他文献

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{{ truncateString('OZAKI Koji', 18)}}的其他基金

A Empirical Study on Elementary and Lower secondary students' Creative Thinking in Science Experimental Activities.
中小学生科学实验活动中创造性思维的实证研究。
  • 批准号:
    20500752
  • 财政年份:
    2008
  • 资助金额:
    $ 2.3万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
Shinpei Goto's reception of the European public health thought
后藤新平对欧洲公共卫生思想的接受
  • 批准号:
    18520524
  • 财政年份:
    2006
  • 资助金额:
    $ 2.3万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
Empirical Studies on Measurement of Creative Thinking in Science Education
科学教育中创造性思维测量的实证研究
  • 批准号:
    09680257
  • 财政年份:
    1997
  • 资助金额:
    $ 2.3万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)

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    2020
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Collaborative Research: Measuring and Enhancing Scientific Creative Thinking for STEM Education and Research: Classroom-Aligned Assessment and Network Neuroscience-Based Mechanisms
协作研究:衡量和增强 STEM 教育和研究的科学创造性思维:课堂一致的评估和基于网络神经科学的机制
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Legible Thinking: Maps as Visual Frameworks for Nurturing Creative Thinking
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协作研究:衡量和增强 STEM 教育和研究的科学创造性思维:课堂一致的评估和基于网络神经科学的机制
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