本研究旨在根據 PISA 創意思考架構發展社會創意思考與科學創意思考測驗，本量表採用 PISA 創意思考架構之評量指標，包含三向度指標：創意思考之多樣性、創意思考之原創性以及創意思考之改良性。測驗試題和社會時事與生活情境相關，發展過程經創造力測驗與 PISA 相關領域專家討論及檢驗，使量表之信度與效度合乎水準。本研究之研究對象為三間國中之學生，分為實驗組與控制組，實驗組的學生皆參與跨領域專題導向課程，研究者以 PISA 創意思考測驗中的社會創意思考與科學創意思考為發展試題之領域，統整兩種領域與三向度指標，結合時事與生活真實情境問題，發展一份社會與科學創意思考量表。研究結果顯示：
（一）社會創意思考與科學創意思考量表信效度良好：
本量表之內部一致性信度為.883，在效度方面能夠藉由因素分析將試題分為社會創意思考以及科學創意思考兩種概念，以因素分析法分析三向度指標，可以區分為三種因素，第一個因素為社會多樣性與科學多樣性，第二個因素為社會原創性與改良性，第三個因素為科學原創性與科學改良性。
（二）受試者參與跨領域課程能夠增強創意思考的表現：
實驗班參與跨領域專題導向課程，社會創意思考與科學創意思考表現有顯著提升，控制班則呈現顯著退步的情況。研究者將研究對象分為實驗組與控制組，實驗組經過一學期的跨領域專題導向課程學習後，訓練運用不同領域的知識解決跨領域議題，最終在數據分析上，實驗組無論在社會創意思考或科學創意思考中，多樣性、原創性與改良性之程度皆提升，達顯著水準，可見本量表能夠測量出參與跨領域課程後的創意思考成長程度，適合運用於橫跨社會與科學領域之課程使用。

This research aims to develop social creative thinking and scientific creative thinking tests according to the PISA creative thinking assessment framework. The tests developed by the study adopts the evaluation indicators of the PISA creative thinking framework, including three dimensions: diversity of creative thinking, originality of creative thinking, and modification of creative thinking. The tests have been developed by creativity and test experts in related fields of PISA so that the tests have good validity and reliability. The research objects of this study are students from three middle schools, divided into experimental group and control group. Students in the experimental group all participate in interdisciplinary courses. Key findings are as follows:
(1) The social creative thinking and scientific creative thinking tests have good reliability and validity. The internal consistency reliability of this scale is .883. In terms of validity, the test items can be divided into two groups by factor analysis: social creative thinking and scientific creative thinking. The three-dimensional indicators are analyzed by factor analysis, which can be divided into three factors. The first factor is social diversity and scientific diversity, and the second factor is social originality and improvement. And scientific originality and scientific improvement.
(2) The participation in interdisciplinary courses can enhance student’s creative thinking. The experimental class participated in cross-disciplinary thematic-oriented courses and showed remarkable performance in social creative thinking and scientific creative thinking. The control class showed a significant regression. The researchers assigned the research subjects to experimental group and control group. After a semester of interdisciplinary courses the experimental group students’ social creative thinking, scientific creative thinking, the degree of diversity, originality, and improvement all increased to a significant level.

Chiu, Y. S. (2021, March 11). Global Views Monthly invites Key Opinion Leaders to the Clubhouse to Answer Students’ Questions. Global Views Monthly.
https://www.gvm.com.tw/article/78345
潘艾柔（2021）。威廉斯創造思考教學策略融入高中歷史科對學生學科成就、學習動機與創造思考之影響 [未出版之碩士論文]。國立成功大學。
Pan, A. R. (2021). Investigating the Impact of Williams’s Creative Thinking Teaching Integrated History Course on Senior High School Students’ Academic Achievement, Learning Motivation and Creativity. [Unpublished master’s dissertation]. National Cheng Kung University.
Abbas, Z., and North, J. (2018). Good-vs. poor-trial feedback in motor learning: The role of self-efficacy and intrinsic motivation across levels of task difficulty. Learning and Instruction, 55, 105-112. https://doi.org/10.1016/j.learninstruc.2017.09.009
Abbasi, G. A., Jagaveeran, M., Goh, Y. N., and Tariq, B. (2021). The impact of type of content use on smartphone addiction and academic performance: Physical activity as moderator. Technology in Society, 64, 101521.
https://doi.org/10.1016/j.techsoc.2020.101521
Afraz, M. F., Bhatti, S. H., Ferraris, A., and Couturier, J. (2021). The impact of supply chain innovation on competitive advantage in the construction industry: Evidence from a moderated multi-mediation model. Technological Forecasting and Social Change, 162, 120370. https://doi.org/10.1016/j.techfore.2020.120370
Agnoli, S., Runco, M., Kirsch, C., and Corazza, G. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment. Thinking Skills and Creativity, 28, 167-176. https://doi.org/10.1016/j.tsc.2018.05.005
Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., and Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers and Education, 121, 59-72.
https://doi.org/10.1016/j.compedu.2018.02.010
Alsawalqa, R. O. (2021). Cyberbullying, social stigma, and self-esteem: The impact of COVID-19 on students from East and Southeast Asia at the University of Jordan. Heliyon, 7(4), e06711. https://doi.org/10.1016/j.heliyon.2021.e06711
Álvarez-Huerta, P., Muela, A., and Larrea, I. (2021). Student engagement and creative confidence beliefs in higher education. Thinking Skills and Creativity, 40, 100821. https://doi.org/10.1016/j.tsc.2021.100821
Bal, E., and Bicen, H. (2017). The purpose of students’ social media use and determining their perspectives on education. Procedia Computer Science, 120, 177-181. https://doi.org/10.1016/j.procs.2017.11.226
Bhandarkar, A. M., Pandey, A. K., Nayak, R., Pujary, K., and Kumar, A. (2021). Impact of social media on the academic performance of undergraduate medical students. Medical Journal Armed Forces India, 77, S37-S41. https://doi.org/10.1016/j.mjafi.2020.10.021
Cao, X., and Ali, A. (2018). Enhancing team creative performance through social media and transactive memory system. International Journal of Information Management, 39, 69-79. https://doi.org/10.1016/j.ijinfomgt.2017.11.009
Corso, R., and Robinson, C. H. (2013). Enhancing creative thinking abilities through the use of social media. International Journal of Knowledge, Innovation and Entrepreneurship, 1(1-2), 92-105.
Craig, W., Boniel-Nissim, M., King, N., Walsh, S. D., Boer, M., Donnelly, P. D., Harel-Fisch, Y., Malinowska-Cieślik, M., Gaspar De Matos, M., Cosma, A., van den Eijnden, R., Vieno, A., Elgar, F. J., Molcho, M., Bjereld, Y., and Pickett, W. (2020). Social media use and cyber-bullying: A cross-national analysis of young people in 42 countries.
Journal of Adolescent Health, 66(6), S100–S108.
https://doi.org/10.1016/j.jadohealth.2020.03.006
D’Souza, C. (2013). Debating: A catalyst to enhance learning skills and competencies. Education + Training, 55(6), 538-549. https://doi.org/10.1108/et-10-2011-0097
Dereli, D. D. (2015). Innovation management in global competition and competitive advantage. Procedia - Social and Behavioral Sciences, 195(3), 1365-1370.
https://doi.org/10.1016/j.sbspro.2015.06.323
Don Burton (2021, January 26) The Educational Technology Forum. [Clubhouse].
https://clubhousedb.com/club/611320592-let-s-talk-edtech/users
Egan, T. M. (2005). Creativity in the context of team diversity: Team leader perspectives. Advances in Developing Human Resources, 7(2), 207-225.
https://doi.org/10.1177%2F1523422305274526
Faryadi, Q. (2011). Cyber bullying and academic performance. International Journal of Computational Engineering Research, 1(1), 23-30.
Fewkes, A. M., and McCabe, M. (2012). Facebook: Learning tool or distraction? Journal of Digital Learning in Teacher Education, 28(3), 92-98.
Gaggioli, A., Mazzoni, E., Milani, L., and Riva, G. (2015). The creative link: Investigating the relationship between social network indices, creative performance and flow in blended teams. Computers in Human Behavior, 42, 157-166. https://doi.org/10.1016/j.chb.2013.12.003
Gardiner, P. (2020). Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking Skills and Creativity, 38, 100749.
https://doi.org/10.1016/j.tsc.2020.100749
Guilford, J. P. (1958). Can creativity be developed? Art Education, 11(6), 3-18.
Halak Brahmbhatt (2020, October 17) School of Creativity [Clubhouse].
https://clubhousedb.com/club/611320592-let-s-talk-edtech/users
Hamadi, M., El-Den, J., Azam, S., and Sriratanaviriyakul, N. (2021). Integrating social media as cooperative learning tool in higher education classrooms: An empirical study. Journal of King Saud University - Computer and Information Sciences, Published. https://doi.org/10.1016/j.jksuci.2020.12.007
Healey, R. L. (2012). The power of debate: Reflections on the potential of debates for engaging students in critical thinking about controversial geographical topics. Journal of Geography in Higher Education, 36(2), 239-257.
https://doi.org/10.1080/03098265.2011.619522
Hewitt, A. (2008). Children's creative collaboration during a computer-based music task. International Journal of Educational Research, 47(1), 11-26.
https://doi.org/10.1016/j.ijer.2007.11.003
Hoever, I. J., van Knippenberg, D., van Ginkel, W. P., and Barkema, H. G. (2012). Fostering team creativity: Perspective taking as key to unlocking diversity's potential. Journal of Applied Psychology, 97(5), 982-996. https://doi.org/10.1037/a0029159
Jang, S. J. (2009). Exploration of secondary students’ creativity by integrating web-based technology into an innovative science curriculum. Computers and Education, 52(1), 247-255. https://doi.org/10.1016/j.compedu.2008.08.002
Jeffries, K. K. (2007). Diagnosing the creativity of designers: Individual feedback within mass higher education. Design Studies, 28(5), 485-497.
https://doi.org/10.1016/j.destud.2007.04.002
Joo, J. (2008). Two designer skill sets: Perspective taking and creativity. NA - Advances in Consumer Research, 35, 1022-1022.
Kuo, H. C. (2014). An investigation of the perceived impact of the programme of creativity and imagining the futures in education. [Unpublished doctoral dissertation]. University of Cambridge.
Lacka, E., Wong, T., and Haddoud, M. Y. (2021). Can digital technologies improve students’efficiency? Exploring the role of virtual learning environment and social media use in higher education. Computers and Education, 163, 104099.
https://doi.org/10.1016/j.compedu.2020.104099
Lee, Y., and Kim, J. (2021). Cultivating employee creativity through strategic internal communication: The role of leadership, symmetry, and feedback seeking behaviors. Public Relations Review, 47(1), 101998. https://doi.org/10.1016/j.pubrev.2020.101998
Li, L., Gao, H., and Xu, Y. (2020). The mediating and buffering effect of academic self efficacy on the relationship between smartphone addiction and academic procrastination. Computers and Education, 159, 104001.
https://doi.org/10.1016/j.compedu.2020.104001
Ligon, G. S., Graham, K. A., Edwards, A., Osburn, H. K., and Hunter, S. T. (2012).
Performance management: Appraising performance, providing feedback, and developing for creativity. In M. D. Mumford (Ed.), Handbook of organizational creativity (pp. 633-666). Academic Press.
Liu, X., Li, Y., Pan, P., and Li, W. (2011). Research on computer-aided creative design platform based on creativity model. Expert Systems with Applications, 38(8), 9973-9990. https://doi.org/10.1016/j.eswa.2011.02.032
Liu, X. X., Gong, S. Y., Zhang, H. P., Yu, Q. L., and Zhou, Z. J. (2021). Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39, 100752. https://doi.org/10.1016/j.tsc.2020.100752
Lu, K., Yu, T., and Hao, N. (2020). Creating while taking turns, the choice to unlocking group creative potential. NeuroImage, 219, 117025.
https://doi.org/10.1016/j.neuroimage.2020.117025
Manu, B. D., Ying, F., Oduro, D., and Boateng, S. A. (2021). Student engagement and social media in tertiary education: The perception and experience from the Ghanaian public university. Social Sciences and Humanities Open, 3(1), 100100.
https://doi.org/10.1016/j.ssaho.2020.100100
Mavri, A., Ioannou, A., and Loizides, F. (2020). Design students meet industry players: Feedback and creativity in communities of practice. Thinking Skills and Creativity, 37, 100684. https://doi.org/10.1016/j.tsc.2020.100684
Meyer, A. A., and Lederman, N. G. (2013). Inventing creativity: An exploration of the pedagogy of ingenuity in science classrooms. School Science and Mathematics, 113(8), 400-409. https://doi.org/10.1111/ssm.12039
Milne, J. (2020). What is creativity? British Journal of Nursing, 29(12), S4-S4
https://doi.org/10.12968/bjon.2020.29.12.S4
O’Doherty, D. (2020). The leviathan of rationality: Using film to develop creativity and imagination in management learning and education. Academy of Management Learning and Education, 19(3), https://doi.org/10.5465/amle.2019.0197
Partnership for 21st Century Skills. (2009). Museums, libraries, and 21st century skills.Institute of Museum and Library Services.
Pillay, N., Park, G., Kim, Y. K., and Lee, S. (2020). Thanks for your ideas: Gratitude and team creativity. Organizational Behavior and Human Decision Processes, 156, 69-81. https://doi.org/10.1016/j.obhdp.2019.11.005
Poot, R., de Kleijn, R. A. M., van Rijen, H. V. M., and van Tartwijk, J. (2016). Students generate items for an online formative assessment: Is it motivating? Medical Teacher, 39(3), 315-320. https://doi.org/10.1080/0142159x.2017.1270428
Price, A. M., Devis, K., LeMoine, G., Crouch, S., South, N., and Hossain, R. (2018). First year nursing students use of social media within education: Results of a survey. Nurse Education Today, 61, 70-76. https://doi.org/10.1016/j.nedt.2017.10.013
Primack, B. A., Shensa, A., Sidani, J. E., Escobar-Viera, C. G., and Fine, M. J. (2021).
Temporal associations between social media use and depression. American Journal of Preventive Medicine, 60(2), 179-188. https://doi.org/10.1016/j.amepre.2020.09.014
Purvis, A. J., Rodger, H. M., and Beckingham, S. (2020). Experiences and perspectives of social media in learning and teaching in higher education. International Journal of Educational Research Open, 1, 100018. https://doi.org/10.1016/j.ijedro.2020.100018
Purvis, A., Rodger, H., and Beckingham, S. (2016). Engagement or distraction: The use of social media for learning in higher education. Student Engagement and Experience Journal, 5(1), 1-5. http://shura.shu.ac.uk/12274/
Rasheed, M. I., Malik, M. J., Pitafi, A. H., Iqbal, J., Anser, M. K., and Abbas, M. (2020).
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying. Computers and Education, 159, 104002.
https://doi.org/10.1016/j.compedu.2020.104002
Redifer, J. L., Bae, C. L., and Zhao, Q. (2021). Self-efficacy and performance feedback:Impacts on cognitive load during creative thinking. Learning and Instruction, 71,101395.
https://doi.org/10.1016/j.learninstruc.2020.101395
Rueda, L., Benitez, J., and Braojos, J. (2017). From traditional education technologies to student satisfaction in management education: A theory of the role of social media applications. Information and Management, 54(8), 1059–1071.
https://doi.org/10.1016/j.im.2017.06.002
Runco, M. A., Acar, S., and Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249. http://dx.doi.org/10.1016/j.tsc.2017.04.003
Segundo Marcos, R. I., López Fernández, V., Daza González, M. T., and Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663.
https://doi.org/10.1016/j.tsc.2020.100663
Sigala, M., and Chalkiti, K. (2015). Knowledge management, social media and employee creativity. International Journal of Hospitality Management, 45, 44-58.
https://doi.org/10.1016/j.ijhm.2014.11.003
Stathopoulou, A., Siamagka, N. T., and Christodoulides, G. (2019). A multi-stakeholder view of social media as a supporting tool in higher education: An educator-student perspective. European Management Journal, 37(4), 421-431.
https://doi.org/10.1016/j.emj.2019.01.008
TED Talks Daily (2021, April 13). 4 myths and misunderstandings about doing business in Africa [Spotify Podcast]。
https://open.spotify.com/episode/2hDcYREP8i9gHsSFWRKl0Z?si=4eBzDSzgTMma
fZgDvZZ3iA and dl_branch=1
Tessier, J. T. (2009). Classroom debate format. College Teaching, 57(3), 144-152.
https://doi.org/10.3200/ctch.57.3.144-152
Torrance, E, P. (1965). Scientific views of creativity and factors affecting its growth.
Daedalus, 94(3), 663-681. Retrieved November 10, 2020, from
http://www.jstor.org/stable/20026936
Torrance, E. P. (1962). Guiding creative talent. Prentice-Hall, Inc.
https://doi.org/10.1037/13134-000
Twenge, J. M. (2017). IGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy - and completely unprepared for adulthood - and what that means for the rest of us. New York: Atria Books.
van der Zanden, P. J. A. C., Meijer, P. C., and Beghetto, R. A. (2020). A review study about creativity in adolescence: Where is the social context? Thinking Skills and Creativity, 38, 100702. https://doi.org/10.1016/j.tsc.2020.100702
Wang, J., Nansel, T. R., and Iannotti, R. J. (2011). Cyber and traditional bullying: Differential association with depression. Journal of Adolescent Health, 48(4), 415-417. https://doi.org/10.1016/j.jadohealth.2010.07.012
Wolska-Długosz, M. (2015). Stimulating the development of creativity and passion in children and teenagers in family and school environment - Inhibitors and opportunities to overcome them. Procedia - Social and Behavioral Sciences, 174, 2905-2911. https://doi.org/10.1016/j.sbspro.2015.01.1027
Yee Leng, E., Zah bte Wan Ali, W., bt. Mahmud, R., and Baki, R. (2010). Computer games development experience and appreciative learning approach for creative process enhancement. Computers and Education, 55(3), 1131-1144.
https://doi.org/10.1016/j.compedu.2010.05.011