空間図形における創造性と学習内容の理解との関係

抄録

In this paper, I describe the relation between the creativity and the understanding of the learning contents in "The Space Figure". The experiment involved 145 participants from junior high school students grade 1. For the measurement of the creativity, I made a creativity test of "The Space Figure" and used the test score. For the measurement of the understanding of the learning contents, I made a scholastic achievement test of "The Space Figure" which has three categories. Three categories of the scholastic achievement test are composed by the problems about the understanding of a basic computation skill, the understanding of the procedure when the students solve problems and the understanding of the structural relation of the learning contents. I examined the correlation coefficient and the causal relationship between the creativity test score and the scholastic achievement test score. The results are as follows: - The students who get higher scholastic achievement test score get higher creativity test score. The contrary of this proposition is not realized. - The students who get higher score of the basic computation skill get higher scores of the divergence, the fluency and the flexibility of the creativity. - The students who get higher score of the understanding of the procedure when the students solve problems get higher scores of the divergence, the fluency and the flexibility of the creativity. - The students who get higher the score of the understanding of the structural relation of the learning contents get higher scores of the divergence, the fluency and the flexibility of the creativity. - The understanding of the structural relation of the learning contents in three categories has the biggest influence to the fluency and the flexibility of the creativity.