國小學生校外才藝學習及其創造力、認知型式與數學後設認知相關之研究
| Autor: | 蔡美芳 |
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| Rok vydání: | 2003 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 91 The purpose of this study is to realize the current situation of after-school activities of elementary school students, to explore the influences of different after-school activities on students’ creativity, cognitive styles, and mathematical metacognition, and to further analyze the relationship between cognitive styles, mathematical metacognition and creativity. The subjects are 378 sixth graders of 11 classes from 6 elementary schools in Changhua County. The instruments adopted are Creativity Assessment Packet, Group Hidden Figural Test, Evaluation Form of Mathematical Metacognition of Elementary School Students, and the self-designed Questionnaire of After-school Activities of Elementary School Students. The findings of the study are briefly stated as follows: 1. 66.14% of elementary school students have the experience of attending after-school activities. The largest number of the students goes to the English cram school, while the average learning time is longest in the category of music. 2. There are significant differences in students’ partial creativity between those who attend after-school activities and those who do not, especially the activities related to languages and music. 3. There are significant differences in students’ cognitive styles between those who attend after-school activities and those who do not. But no significant differences are found among students attending different activities. 4. There are significant differences in students’ mathematical metacognition between those who attend after-school activities and those who do not. But no significant differences are found among students attending different activities. 5. The field-independent students perform significantly better than the field-dependent ones in partial creativities. The cognitive styles and creativity (openness and precision) of students attending various after-school activities are significantly interrelated. 6. The field-independent students perform significantly better than the field-dependent ones. The cognitive styles and mathematical metacognition of students attending various after-school activities are not interrelated 7. Students’ mathematical metacognition is significantly interrelated to their creativity. The mathematical metacognition and openness of creativity of students attending sports activity are negatively interrelated. Based on the findings, the researcher provides insights into elementary school students’ after-school activities and creativity instruction and offer suggestions for future studies. KEY WORDS: After-School Activities, Creativity, Cognitive Styles, Metacognition |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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