The present study deals with basic information for fostering creativity in Technology Education. The creativity diagnosis tests in an experimental lesson curriculum were conducted before and after the practices in "Woodworking area" at a junior high school. (1)The values of "creativity" as a whole tend to increase after productive practices though slightly. Among the three structures constituting "creativity", the structure "creative attitude" has higher values than other two structures both before and after productive practices. (2)When the components for fostering creativity are classified in accordance with their average scores, the components (A) which have high values of average scores both before and after productive practices are "memory", "divergent thinking", "self-evaluation", "observation", "persistence", "openness" and "impulsiveness", the components (B) which show almost the same values as the mean value both before and after productive practices are "cognition of problems", "expression", "planning", "information collection" and "curiosity" and the component (C) which has low values both before and after productive practices is "convergent thinking".
Study on the Fostering of Creativity in Technology Education ―A Consideration about the Productive Practices in "Woodworking" Area―
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