[[abstract]]The purpose of this study was to investigate the appropriate way of designing web-based creative problem solving activities and to know the influence of these activities on students’ technological creativity. Also, to explore the relationship of selected students’ background variables and technological creativity. This study adopted quasi experimental design to do experimental teaching on four junior-high school classes (two adopted web-based creative problem solving activities, and the other adopted general creative problem solving activities) for eight weeks. Students took Williams’ creativity assessment packet test and computer network literacy test before the teaching experiment. Their technological creativity (including design creativity and product creativity) after that was scored and compared between web-based and general creative problem solving activity classes. The following conclusion were made: 1.the appropriate way to design web-based creative problem solving activities included: (1)situation describing, (2)data collecting, (3)problem finding, (4)analyzing, (5)designing, (6)selecting, (7)program forming, and (8)making then publishing. 2.no matter which sex was, junior high school students were suitable to adopt web-based creative problem solving activities to improve technological creativity. 3.junior high school students with high creativity are more suitable to adopt web-based creative problem solving activities. 4.the performance of technological creativity could be predicted by creativity, scores of science and that of liberal arts.
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