[[abstract]]The study, with the use of materials of nature and science from the fifth and sixth grades, was adapted by an action research method through the application of both creative thinking teaching and creative skills in order to enforce the technology and creative design abilities on students. In the hope of continuous correction and improvement, the researcher can explore the effective teaching strategies and elevate the technology and creative design ability for all students. Moreover, with the axis of current curriculum, it can help students to generate creative ideas and to invent newly technological products in their daily lives. Furthermore, by the participation of the action research, it will contribute to professional growth for the researcher on teaching strategies and knowledge of enlightening students’ creativity. In order to achieve the above purposes, a club called “creation and invention” was set up at Lung-an elementary school in Taipei. The subjects of this study are twenty-seven voluntary students from fifth and sixth grades, who belong to the experimental group, and the research had lasted about eight months. Qualitative data are collected by means of tape-recording and observational records during the time of activity teaching, gathering curricular documents, writing down the researcher’s reflection in and after class, and receiving students’ feedback questionnaires, etc. Also, in the process of study, the researcher reflected and modified the teacher’s processes of teaching and teaching activity with the method of triangulation to evaluate the result so that we can elevate both reliability and validity of the study. Besides, we have selected a class from sixth grade to be a controlled group by purposive sampling and implemented a normal way of teaching. After the curriculum was over, the obtained data from the two groups will be conducted with statistical analysis which is one way analysis of covariance to compare their differences. The findings of this study were: (1) In the process of using the method of creative thinking teaching, the teacher can construct effective teaching strategies which can enlighten students’ abilities on technological exploration and creative design. (2) From the process of teaching, the experimental group had obvious increases with curiosity and imagination from the nature, and can collect data to try to make use of creative skills to improve things. (3) The experimental group accepted the curriculum of creative thinking teaching is significantly superior to the controlled group in the scores of creative thinking ability on graphics and languages. (4) The experimental group accepted the curriculum of creative thinking teaching is not noticeably better than the controlled group in the score of problem solving ability. (5) The researcher aims at constant reflection and modification in the process of teaching; therefore, the researcher can contribute to his own development and growth in the field of professional knowledge.
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