componential model of creativityAmabile
domain-relevant skillscreativity-relevant
skillstask motivationAmabile1996: 113
domain-relevant skills
creativity-relevant processtask motivationAmabile1997: 43
Creativity in Contextexpertise
creativity skillstask motivation 1
knowledge about the domainspecial domain-
relevant talenttechnical skills requiredinnate cognitive
abilitiesinnate perceptual and motor skills
formal and informal educationSternberg Lubart1995/1999Deflying the
Crowd
Amabile1997
Runco & Walberg1998
appropriate cognitive style
implicit or explicit knowledge of heuristics for generating novel
ideas
64
in idea generationpersonality characteristics
attitudes toward the task
perceptions of own motivation for undertaking the task
initial level of intrinsic motivation toward the taskpresence
or absence of salient extrinsic constraintsindividual ability
to cognitively minimize extrinsic constraintsAmabile1993
motivation synergy
Amabile, 1997:45Amabile1988,1996
what one will do
what one can do
Amabile, 1997: 44 Amabile
Amabile1983, 1988,
1996, 1997
20042003Amabile1996Eysenck1994Simonton 2000Pertrowski2000Rhodes
1961 P
personproduct
processplace/press
Amabile1988
Amabile 1997:43
appropriate cognitive styleimplicit or explicit knowledge
of heuristics for generating novel ideasconductive work style
Csikzentmihalyi1990, 1996
81
82
200047(1), 153-173 20026142-8 2003
7932-47 2005 200627
69-92 2004-
20032003(2)57-59 2002 2002 20022005-2008 2003
48(2)255-276 200215163-189 2003II
NSC-91-2522-S-110-003 2006
95-2511-S-110-001 2002I
NSC90-2511-S-110-005 2005
200212
147-163
20062007 20062007 2 24 http://www.weforum.org/en/initiatives/
gcp/Global%20Competitiveness%20Report/index.htm
Koulopoulos, T. M., & Frappaolo, C. (2001) 1999
Sternberg, R. J. (2005). Handbook of creativity.
1999
Sternberg, R. J. & Lubart, T. I. (1999). Deflying the crowd.
1995
Sternberg, R. J., & Williams, W. M., (2003)
83
1999
Amabile, T. M. (1983). The social psychology of creativity. New
York: Springer-Verlag.
Amabile, T. M. (1988). A model of creativity and innovation in
organizations. In B. M. Staw & L. L.
Cummings (Eds.), Research in organizational behavior, 10,
123-167.
Amabile, T.M. (1993). Motivational synergy: Toward new
conceptualizations of intrinsic and extrinsic
motivation in workplace. Human Resource Management Review, 3,
185-201.
Amabile, T.M. (1996). Creativity in context: Update to the social
psychology of creativity. Oxford: Westview
Press.
Amabile,T.M. (1997). Motivating creativity in organizations: On
doing what you love and loving what you do.
California Management Review, 40(1), 39-58.
Barell, J. (2003). Developing more curious minds. Aleandria, VA:
Association for Supervision and Curriculum
Development.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought
process. In M. Wittrock (Ed.), Handbook of research
on teaching (3rd ed. pp. 255-296). New York: Macmillan.
Csikzentmihaly, I. M. (1990). Flow: The psychology of optimal
experience. New York: Harper & Row.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of
discovery and invention. New York:
HarperCollins.
De Jesus, H. P., De Souza, F. N., Teixeira-Dias, J. C. & Watts,
M. (2005). Organizing the chemistry of
question-based learning: a case study. Research in Science &
Technological Education, 23(2), 179-193.
Eysenck, H. J. (1994). Creativity and personality: World
association, origence, and psychoticism. Creativity
Research Journal, 7(2), 209-216.
Falkenberg, K. L. (2002). An exploration of elementary science
teachers' expertise, creativity skills, and
motivation in relation to the use of an innovation and the delivery
of high-quality science instruction.
Ph.D., Emory University, United States – Georgia.
Garaigordobil, M. (2006). Intervention in creativity with children
aged 10 and 11 years: Impact of a play
program on verbal and graphic-figural creativity. Creativity
Research Journal, 18(3), 329-345.
Gardner, H. (1993). Creating minds: an anatomy of creativity seen
through the lives of Freud, Einstein, Picasso,
Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.
Isaksen, S. G., & Parnes, S. J. (1985). Curriculum planning for
creative thinking and problem solving. The
Journal of Creative Behavior, 19(1), 1-29.
Johnson, D. (2002). Everyday practice in problem-solving. Library
Talk, 15(1), 64.
Merriam, S. B. (2002). The role of the school in the assimilation
of immigrant children. In Qualitative research
in practice: Examples for discussion and practice (pp. 178-200).
San Francisco, CA: Jossey-Bass.
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating
company. Oxford University Press.
Oldham, G. R., & Cummings, A. (1986). Employee creativity:
Personal and contextual factors at work.
Academy of Management Journal, 39(3), 607-634.
Rhodes, M. (1961). An Analysis of creativity. In S.G. Isaksen
(Ed.), Frontiers of Creativity Research
(pp.216-222). New York: Bearly Limited.
84
Services Review, 28(4), 304-312.
Shulman, L. S. (1986). Those who understand: Knowledge growth in
teaching. Educational Researcher, 15(2),
4-14.
Psychologist, 55(1), 151-158.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of
creativity: Prospects and paradigms. In R. J. Sternberg
(ED.), Handbook of creativity (pp. 3-15). San Diego, CA: Academic
Press.
Swartz, R. (2003). Infusing critical and creative thinking into
instruction in high school classmates: In Daniel
Fasko. Jr. (ed.). Critical thinking and resoning (pp.207-252).
Cresskill, NJ: Hampton press.
Runco, M. A., & Walberg, H. J. (1998). Personal explicit
theories of creativity. The Journal of Creative
Behavior, 32(1), 1-17.
Weisberg, R. W. (1999). Creativity and knowledge: A challenge to
theories. In R. J. Sternberg (Ed.), Handbook
of creativity (pp. 226-250). New York: Cambridge University
Press.
Williams, F. E. (1972). Encouraging creative potential. NJ:
Educational Technology Publications.
Williams, F. E. (1982). Developing children’s creativity at home
and in school. Gifted Child Today. Sep/Oct.,
2-5.
Yeh, Y. C. & Wu, J. J. (2006). The Cognitive Processes of
Pupils’ Technology Creativity. Creativity Research
Journal, 18 (2), 213-227.
Ying-Yao Cheng is a professor of Graduate Institute of Education,
National Sun Yat-sen University
Hsueh-Hua. Chuang is an assistant professor of Graduate Institute
of Education, National Sun Yat-sen
University
Chia-Ling Yen is a graduate student of Graduate Institute of
Education, National Sun Yat-sen University
95.12.29 96.06.13 96.11.28
Journal of National Taiwan Normal University: Mathematics &
Science Education 2008, 53(1), 61-85
Uncovering the Secrete Veil of Creative Teaching Materials
Ying-Yao Cheng Hsueh-Hua Chuang Chia-Ling Yen National Sun Yat-sen
University
Abstract
The purpose of this study was to investigate the factors
contributing to the
success of an award-winning science teacher's creative teaching
materials based on
Amabile's componential model of creativity. We used a case study
method. Data
were collected through in-depth interviews as well as relevant
documents for data
triangulations. Interview transcripts were analyzed using a
framework with three
creative components: expertise, task motivation, and the creativity
skills proposed
by Amabile. It was found that (a) professional knowledge and skills
can help
increase creativity, (b) the use of creative skills can promote
teaching, and (c) task
motivation is a basic element in the expressing of creativity. The
findings of this
study conformed to Amabile's theory.
Keywords: science teaching materials, creative componential theory,
T. M. Amabile
86
