Even though no significant statistical correlation was found between students’ team cohesion and creative performance in the present research, a wealth of valuable issues, both in terms of potentials and limitations, still emerged and call for future research. Some of these suggestions include, first of all, it was believed that advanced statistics and analysis were rather difficult for the present research due to its relatively small number (48) of participants involved. The implementation of performance-based grouping of the students, either through questionnaires or standardized tests, may thus limit the generalizability of the findings. Hence, it is suggested that future studies not only increase the number of participants but create a control group as a contrast to the experimental group.
This should help explore the differences between the two groups and enhance both the internal and external validity of the research findings. It would also help ensure that the learning transition being measured among the participants is directly the result of the CPS training implemented therein, and would avoid the risk of maturation. Second, in the present study no correlations between the two types of creative thinking (mono-category thinking and enriching thinking) were found that constitute adaptive creativity. Moreover, neither mono-category thinking nor enriching thinking shared much correlation with most types of creative thinking that comprise innovative creativity.
Future studies are thus advised to explore both the differentiation and correlation between adaptive and innovative creativity and to investigate the extent to which their relationship, if any, is subject to the influence of sampling size or other participant characteristics. Third, it should be notified that the present research was conducted within a specific context in northern Taiwan in a national university and that its research findings should be viewed with caution before being referenced by future research or field practice. Fourth, recruiting student participants from diverse fields is recommended for future research. It should be noted that this present research was merely capable of recruiting majors in mechanical engineering largely due to the class specification constraint. However, diverse team composition does seem to confer an advantage when it comes to generating a wider range of original and useful ideas (Chamorro-Premuzic, 2017). Lastly, it must be admitted that the present research did not provide a detailed account of the roles student participants played in their teams throughout the duration of the course. Future research featuring a detailed inquiry into participant roles has the potential to overcome this limitation. For instance, throughout the course of the present research, a total of three creative sessions were reserved for student participants to try out collaborating with other team members on a variety of creative tasks as well as thematic projects.
Hsiu-Ling Chen & Yu-Jung Chen Creative Problem-Solving Approach and Creativity 193
Doing so enabled continued observation of the evolution of each team’s team cohesion through to the end of the course. It is thus suggested that future research build on this model, furthering inquiries into the roles played by different members in their own teams, and consider both the mediating and moderating team processes which take place among students in class, and also make recordings of the observation. This would contribute greatly to our understanding of team cohesions.
Acknowledgements
This work was financially supported by the Ministry of Science and Technology, Taiwan, under Grant Nos. MOST104-2511-S-001-007-MY3 and MOST105-2511-S-011-007.
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教育科學研究期刊 第六十四卷第三期 2019年，64（3），169-201
doi:10.6209/JORIES.201909_64(3).0007
創意問題解決模式對大學生創造力之影響與 團隊凝聚力之關聯性
陳秀玲 陳宥蓉*
國立臺灣科技大學
數位學習與教育研究所 國立臺灣科技大學
數位學習與教育研究所
摘要
本研究旨在探討創意問題解決模式對工程學院大學生創造力之影響並探討其創造力與團 隊凝聚力之關聯性。研究情境實施在臺灣北部某所公立大學機械工程系課程，研究編製創意 問題解決模式，融入「工業 4.0 理論與實務」專題實作課程，教學課程為期 18 週，參與者為
48 名大專生，並將其分為四人小組製作創意專題。本研究採用混合研究設計，蒐集問卷調查
（團隊凝聚力問卷）、創造力測量（創意繪圖展開測驗）與半結構式訪談等方式，深入瞭解創 意問題解決歷程融入創意思考教學之有效性。本研究採用描述性統計、t 檢驗與 Pearson 相關 分析量化之結果。質化分析則採用半結構式訪談來支持量化之結果。研究結果顯示，機械工 程系大學生在創意繪圖展開測驗的表現中前後測有顯著性的改善；在學生的創意思考方面，
「創新性的創造力」也有顯著性的變化。此外，從質性結果中，發現部分學生對於課堂中教 授的創意問題解決步驟和創意思維技巧給予肯定的評價，也有部分學生指出影響其創意產品 製作和團隊凝聚力的可能困難和原因。最後，根據量化與質化分析之研究結果，本研究提出 研究限制與相關建議，以供教育現場教師及未來相關研究之參考。
關鍵詞： 創意問題解決、創意思考、工業 4.0、團隊凝聚力
通訊作者：陳秀玲，E-mail: shirley@mail.ntust.edu.tw
收稿日期：2019/02/12；修正日期：2019/08/11；接受日期：2019/09/03。
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