隨著全球化知識經濟的成形，企業所面臨的競爭環境變遷日趨激烈，在這樣的情境 下，創新能力成為企業能否永續經營之競爭力來源。由此，如何透過教育打造個人之創 造力，進而提昇企業之創新力，成為各國政府積極投入發展之領域。過去創造力相關研 究指出，在創意歷程中，成員間之社會互動有助於個人創意的交流，從而能激發更多創 意構想，顯示良好社會互動與創造力表現之正向關係。然而，針對學習者間於創造力學 習歷程中之互動與認知行為模式進行探究之研究仍相當有限。另一方面，Facebook近年 來的爆炸性成長與其豐富、易用之社會互動功能，亦吸引許多教育研究者投入探索應用 Facebook 於教學活動之潛力與價值，然而，現階段針對應用 Facebook 之多樣化社會互 動功能於教學活動之相關研究仍於初步階段。為進一步瞭解如何有效應用結合 Facebook 於創造力教學之中，本研究計劃擬使用創意螺旋教學策略並結合 Facebook 輔助線上討 論之專題導向學習活動，透過量化內容分析及序列分析等混合研究方法，就學生於創造 力學習歷程中所呈現之互動模式、認知歷程與創意討論行為進行結構化之分析，以增進 應用 Facebook 於創造力教學活動中之效益與限制之瞭解，並據以擬定相關教學實務上 之具體建議，做為創造力相關教學之參考。 With the development of globalize and knowledge economy, corporations are facing an environment that is getting fiercer than before. Nowadays, innovation has been a vital competitive advantage that corporations strived to develop. In this vein, governments around the world are also seeking ways to promote creativity through education. Previous creativity literature suggest that social interaction could help the exchanging of individual’s creativity resources, which could further lead to more creative ideas. This finding suggested the positive relationship with social interaction and creativity. However, research that investigated the interaction and cognitive patterns shown in the creativity learning process is still limited. Besides, witnessing the explosive growth of Facebook and its fruitful social interaction functions in recent years, educational researchers have devoted to explore the potentials and value of adapting Facebook in teaching activity. However, research that address how to incorporate Facebook in teaching activity is also in its infancy. In order to better understand how to adapt the use of Facebook in the context of creativity learning. This project is to adopt creative spiral as instructional strategy in a project-based learning activity using Facebook to support online discussion. By using quantitative content analysis and sequential analysis, this project is to structurally explore the interaction patterns, cognitive process and creative discussion in students’ learning process. Results are expected to develop better understanding of the benefits and limitation of adapting Facebook in creativity learning. Meanwhile, suggestions for creativity instruction practice are to be proposed and discussed accordingly
