以圖形組合歷程探討回饋對創造力的影響

Abstract

美國心理學者基爾福特（J.P. Guilford, 1956, 1967, 1977）將創造思考歷程分成「聚斂性思考（Convergent Thinking）」及「擴散性思考（Divergent Thinking）」，擴散性思考包含四種元素：流暢力、變通力、獨創力及精進力，與創造力的表現有密切關連。本研究透過圖形組合思考歷程呈現創造力的表現。並採以專家或同儕之回饋來檢視其創作歷程的變化。研究目的預測，不同的思考歷程的學習者，經由自行選擇創作素材後，呈現相同主題的方式是不同的。再分別經由專家、同儕及專家和同儕同時回饋之後，新的組合方式與原先的作品會產生差異。另外，不同的回饋對象所給予的回饋也會造成作品的表現在前後階段產生差異。本研究之三個主要目標為：1.獲得回饋與否，是否對於組合作品產生差異。2.探討回饋對創造力產生的變化；而回饋對象的不同是否影響創造力。3.同時獲得二種不同對象回饋的學習者，在創造力表現上是否優於僅獲單一對象回饋的學習者。本研究之結果為：1.獲得回饋的學習者，對於相同題目的創作表現，會在回饋前後產生差異；且回饋後的表現優於回饋前。2.創作過程中，獲得回饋的學習者，較未獲得回饋的學習者的創作表現進步明顯。3.同時獲得專家及同儕回饋的學習者，創造力表現未優於僅獲得單一對象回饋的學習者。

The American psychologist J. P. Guilford suggests that creative thinking can be classified along two dimensions: “convergent thinking” and “divergent thinking”. Divergent thinking contains fluency, originality and elaboration, and these four crucial characteristic are related to assessment and development of creativity. This study aims to assess students’ （aged 15 to 16 years） creativity by adopting thinking processes necessary for creating geometric figures as well as examine the variations in creative thinking processes from feedback of different research objects. The research expects to infer that after choosing different self-access materials, the approaches that learners with different thinking processes use to display the works on the same theme will be varied. Through receiving feedback from experts or peers, new works are supposed to differ from original ones. Furthermore, feedback from different objects will bring about diversities of works in the chronological stages. Three objectives of this research are: 1. No matter whether learners receive feedback or not, would combined works be different: 2. Discuss the changes in creativity after receiving feedback and the possibility that different feedback objects may influence creativity. 3. Do learners with feedback from experts and peers have greater creative performances than those with feedback solely from experts or peers separately? The significant research results are the followings: 1. The learners’ performances will account for differences before and after receiving feedback, and the performances after receiving feedback are better then before. 2. Learners who receive feedback will display greater creative performances than learners without receiving any feedback. 3. The performances of learners who receive feedback from both experts and peers are not better than the performances of learners who receive feedback solely from experts or peers separately.