几何构造对学生可持续发展创新能力的影响

J. I. Oviawe, P. S. Uddin
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引用次数: 1

摘要

本研究采用描述性调查研究设计,调查了江户州立技术学院教师和学生对几何结构对学生可持续发展创造力技能影响的感知。样本包括20名技术制图教师和150名二年级学生,随机从江户州的六所技术学院中抽取。从文献综述中得出一份20项的问卷作为数据收集的工具。该仪器由三位专家进行了人脸验证。采用Cronbach Alpha法建立仪器的内部一致性,信度指标为0.85。采用平均统计量回答研究问题,采用t检验在0.05显著性水平下检验原假设。研究结果表明:几何结构增强了学生的多样性思维;技术制图教师与学生对几何构造对学生可持续发展创意技能影响的认知差异不显著。基于本研究结果,建议技术制图教师应在课堂上运用解决问题的教学方法和策略,以带动每个学生,增强学生的发散思维和创新能力,促进科学和技术发现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of geometrical construction on students’ creativity skills for sustainable development
The study investigated the perception of teachers and students on the impact of geometrical construction on students’ creativity skills for sustainable development in Edo State technical colleges using descriptive survey research design. The sample for comprised of 20 technical drawing teachers and 150 year II students randomly selected from the six technical colleges Edo State. A 20-item questionnaire was derived from literature reviewed was the instrument for data collection. The instrument was subjected to face validation by three experts. Cronbach Alpha method was used to establish the internal consistency of the instrument and a reliability index of 0.85 was obtained. Mean statistic was used to answer the research questions while the t-test was used to test the null hypothesis at .05 level of significance. The findings from the study indicated among others that geometrical construction enhances students’ diversity thinking; there was no significant difference between the perception of technical drawing teachers and students on the impact of geometrical construction on students’ creativity skills for sustainable development. Based on the findings of this study, it was recommended among others that: technical drawing teachers should utilize problem-solving instructional methods and strategies in their lessons in order to carry each student along, enhance students divergent thinking and creative skills, foster scientific and technological discoveries.
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