Through the approach of visually creative thinking instruction (hereafter referred to “VCTI”), this study was conducted not only to observe the changes in students’ creativity, but also to study the limitations and applications of VCTI. Based on the 34 samples in a junior high school in Tainan City received from October 2006 to April 2007, the three units, including “The Still Theater,” “The Best Spokesman,” and “The Illusion of Self-Image,” cover the action research for a 5 months period.
The instruction and work sheets designed by the researcher are used to conduct the analytical comparison which are done with the data including class observation, students works, students’ interviews, students’ assessment, and notes on their feedback together with the test developed by Dr. Ching-Chi Wu, called “Torrance Test of Creative Thinking”. These data provide information from different aspects of feedback to identify the change in students’ creative thinking ability between the pretest and posttest.
The research findings are listed below in 3 points:
Firstly, most students responded positively to the teaching activity, regarding VCTI. Because the strategy “Visually creative thinking instruction” not only helps students with their learning motives and learning effects, but promotes creative thinking for it’s diverse design in activities. The creative thinking strategies improve students’ ability of thinking and co-operation. The VCTI approach provides students a way to present their creativity with concrete visual image. Combined with the technology immersion approach, VCTI approach offers students the channels to perform diversely and chances for deep introspection.
Secondly, when implementing VCTI, according to the test results of Torrance Test of Creative Thinking, it was discovered that the most prominent part of improving junior high school students’ creativity was Elaboration. It was then followed by Fluency, and Flexibility. Originality scored the least the lowest.
Thirdly, during the process of lesson designing and teaching practice, we had trouble finding more time for students’ creative thinking training, trouble keeping students away from computer games in the computer classroom. Also there are difficulties balancing difference in their computer abilities among students. In addition we face difficulties improving their learning attitudes, and reaching their goals of creative instruction in an unfocused teaching environment.
Lastly, according to the research discussions and findings, the researcher proposed some suggestions and ideas for future research of those instructors and researchers whom may be interest in the curriculum designs.