The Relationship between Thematic Integrated Instruction, Grade Level, Parental Socio-Economic Status and Pupil's Technological Creativity Author: Yi-Shuan Wu(Hue-Wei Elementary School in Taichung City), Yu-Chu Yeh　(Institute of Teacher Education of National Chengchi University)

Vol.&No.：Vol. 48, No. 2
Date：October 2003
Pages：239-260
DOI：10.3966/2073753X2003104802006

Abstract：

Strategies for developing pupils' creativity and problem-solving ability are greatly emphasized in the subject area of "Science and Technology." This study therefore explores the relationship between the implementation of thematic integrated instruction, grade level, parental socio-economic status (SES) and pupils' technological creativity. The participants included 21 teachers and their students (625 third and fourth graders); they came from four elementary schools in Taipei and Kaohsiung City. The findings are that (a) the teachers' implementation of thematic integrated instruction had significant influence on their pupils' technological creativity; (b) the fourth graders outperformed the third graders on the test of technological creativity; (c) grade level, parental SES, and the use of thematic integrated instruction could effectively predict the pupils' technological creativity; and (d) although there was a tendency for pupils with high SES to outperform those with low SES, the ways in which parental SES influences pupils' technological creativity need further examination.

Keywords：technological creativity, thematic integrated instruction, grade level, pupil, socio-economic status

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