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

在岐阜县的小学、中学和科技馆策划和开展了许多青少年科学节活动。这些节日让男孩、女孩和他们的父母参与到科学实验活动中来。今年共举办6次，参加人数约1万人。首先，小学节日的设计是为了分析学生的创造性活动。分析结果如下：发现了三种探究活动类型。每一种类型的特征活动是具有挑战性的学习、重复相同的操作和各自依赖他人的活动。挑战组学生的科学学习成绩较好，对科学课的学习积极性较高，而依赖组学生的科学学习成绩较低。设计了一种激发创造性思维的教学方法，并在小学科学课和高中科学课上进行了实践。该方法在小学五年级科学课“杠杆”单元中采用了一份清单，建议学生如何批判性地思考每节科学课上的每个杠杆任务。采用两种科学创造力测验和发散性思维任务对有表组和无表组进行比较。因此，得到以下结果：创造力高的学生比创造力低的学生发散性思维较少。所以这个清单让低创造力的学生去思考，但是对高创造力的学生进行了发散性思维的限制。高中的一种教学方法是使用清单，列出了8个如何发散思维的提示。另一种方法是指导如何进行类比推理。结果表明，这两种方法对创造性思维教学都是有效的。发现了开发的创造力测试的实用性和有效性，并得出结论，创造性思维是可以通过适当的教学方法来培养的。

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.