科學的核心在於概念與歷程，透過探究過程理解自然現象、產生概念，並發揮科學創造力將之加以應用在日常生活中，產出科技產品。科學創造力並非天生的，與個人智力也無絕對相關。在過去的研究中反而發現到創造力是可以透過教育訓練培養的，而團體合作的情境是一個可行的方式，但是團體成員的特質會影響團體合作是否成功。於是本研究欲探討不同的分組策略與科學創造力表現以及團體互動歷程中的行為表現的相關性。
本研究利用一少見的生物─巨型海鱗蟲的圖片作為創造力發想的材料，以小組的異質性指數、人格特質和學業成績等分組指標以及小組合作後的產生的新增概念的比例(創造力指數)來評估分組策略與團體表現間的相關性；亦分析團體互動下的搭便車行為與評價憂慮與團體表現間的相關性；以及探討人格特質與行為表現間的相關性。
研究結果顯示，小組分組指標中的異質性指數與創造力指數呈現顯著正相關，而人格特質與學業成績的分組指標則與創造力指數無關。團體情境下的無搭便車行為，且評價焦慮程度為中等，兩者與創造力指數無關。而在人格特質上發現，外向性、開放性和嚴謹性人格與搭便車行為有相關；開放性和情緒穩定性人格則與評價焦慮有顯著負相關。

Scientists understand the nature phenomenon through inquiry process and use scientific creativity to make the technological products or make life better. Human beings are not born with scientific creativity, and also high intelligence is not equal to good scientific creativity. Past studies showed that scientific creativity could be trained, and group cooperation might be one way to train scientific creativity. The success of group cooperation might depends on the traits of members in the group. The study tried to figure out if there are correlations between the following three sets of variables: (1) the different grouping strategies and the mission outcome, (2) the group process and the mission outcome, and (3) the human beings traits and the group process.
The results showed that the group heterogeneous index and creativity index had positive correlation, but the human beings traits and academic achievement of the groups had no correlation with creativity index. Free riding and evaluation apprehension also had no correlation with creativity index. However, there was correlation between extroversion, openness, conscientiousness traits and free riding. Extroversion, emotional stability traits had negative correlation with evaluation apprehension.

Allport, G. W. (1937). Personality: a psychological interpretation. Oxford, England: Holt.
Allport, G. W. (1961). Pattern and growth in personality. Oxford, England: Holt, Reinhart & Winston.
Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the Work Environment for Creativity. Academy of Management Journal, 39(5), 1154-1184. doi:10.5465/256995
Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the Creative Scientific Ability Test. Thinking Skills and Creativity, 13, 195-205. doi:https://doi.org/10.1016/j.tsc.2014.06.001
Bolin, A. U., & Neuman, G. A. (2006). Personality, process, and performance in interactive brainstorming groups. Journal of Business and Psychology, 20(4), 565-585.
Bond, M. H., & Shiu, W. Y.-F. (1997). The relationship between a group's personality resources and the two dimensions of its group process. Small Group Research, 28(2), 194-217.
Bouchard Jr, T. J., Lykken, D. T., Tellegen, A., Blacker, D. M., & Waller, N. G. (1993). Creativity, heritability, familiarity: Which word does not belong? Psychological Inquiry, 4(3), 235-237.
Cattell, R. B. (1965). The scientific analysis of personality.
Cho, Y.-C., Yeh, T.-K., & Chang, C.-Y. (2015). The Effects of Group Composition on Creativity in Groups. Paper presented at the 46th annual ASERA Conference, Perth, Australia.
Cooper, W. H., Gallupe, R. B., Pollard, S., & Cadsby, J. (1998). Some Liberating Effects of Anonymous Electronic Brainstorming. Small Group Research, 29(2), 147-178. doi:10.1177/1046496498292001
Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological assessment, 4(1), 5.
Cropley, A. J. (2001). Creativity in education & learning: A guide for teachers and educators: Psychology Press.
Dembo, M. H. (1994). Applying educational psychology: Longman/Addison Wesley Longman.
Diehl, M., & Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of personality and social psychology, 53(3), 497.
Dixon, J. J., Monchaux, C. d., & Sandler, J. (1957). PATTERNS OF ANXIETY: AN ANALYSIS OF SOCIAL ANXIETIES*. British Journal of Medical Psychology, 30(2), 107-112. doi:https://doi.org/10.1111/j.2044-8341.1957.tb01951.x
Driskell, J. E., Hogan, R., & Salas, E. (1987). Personality and group performance. In Group processes and intergroup relations. (pp. 91-112). Thousand Oaks, CA, US: Sage Publications, Inc.
Dunbar, K. (1999). How Scientists Build Models In Vivo Science as a Window on the Scientific Mind. In L. Magnani, N. J. Nersessian, & P. Thagard (Eds.), Model-Based Reasoning in Scientific Discovery (pp. 85-99). Boston, MA: Springer US.
Eysenck, H. J., & Eysenck, M. W. (1987). Personality and individual differences.
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications.
Foster, G. W., & Penick, J. E. (1985). Creativity in a cooperative group setting. Journal of Research in Science Teaching, 22(1), 89-98. doi:10.1002/tea.3660220108
Furnham, A., & Yazdanpanahi, T. (1995). Personality differences and group versus individual brainstorming. Personality and Individual Differences, 19(1), 73-80.
Graham, W. K., & Dillon, P. C. (1974). Creative supergroups: Group performance as a function of individual performance on brainstorming tasks. The Journal of social psychology, 93(1), 101-105.
Gruszka, A., & Tang, M. (2016). The 4P's Creativity Model and its Application in Different Fields. In Handbook of the Management of Creativity and Innovation (pp. 51-71): WORLD SCIENTIFIC.
Hajdúk, M., Boleková, V., & Heretik, A. (2015). Psychometric properties of Brief Fear of Negative Evaluation-Comparison of BFNE and BFNE-S. Annales psychologici, 1, 12-19.
Hammond, M. M., Neff, N. L., Farr, J. L., Schwall, A. R., & Zhao, X. (2011). Predictors of individual-level innovation at work: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 5(1), 90.
Hämäläinen, R., & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6(3), 169-184. doi:http://dx.doi.org/10.1016/j.edurev.2011.08.001
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. doi:10.1080/09500690110098912
Jablin, F. M. (1981). Cultivating imagination: Factors that enhance and inhibit creativity in brainstorming groups. Human Communication Research, 7(3), 245-258.
Klahr, D. (2000). Exploring science: The cognition and development of discovery processes: MIT press.
Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive science, 12(1), 1-48.
Kramer, A., Bhave, D. P., & Johnson, T. D. (2014). Personality and group performance: The importance of personality composition and work tasks. Personality and Individual Differences, 58, 132-137. doi:https://doi.org/10.1016/j.paid.2013.10.019
Lim, C.-S. (2014). Development of an assessment formula for scientific creativity and its application. Journal of Korean Elementary Science Education, 33(2), 242-257.
Logan, T. F. (1986). Cooperative Learning. The Social Studies, 77(3), 123-126. doi:10.1080/00220973.1944.11019799
Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-Class Grouping: A Meta-Analysis. Review of Educational Research, 66(4), 423-458. doi:10.3102/00346543066004423
Ma, H.-H. (2009). The effect size of variables associated with creativity: A meta-analysis. Creativity Research Journal, 21(1), 30-42.
Mouchiroud, C., & Lubart, T. (2002). Social creativity: A cross-sectional study of 6- to 11-year-old children. International Journal of Behavioral Development, 26(1), 60-69. doi:10.1177/016502540202600111
Nemeth, C. J., & Nemeth-Brown, B. (2003). Better than individuals? The potential benefits of dissent and diversity for group creativity. In Group creativity: Innovation through collaboration. (pp. 63-84). New York, NY, US: Oxford University Press.
Norman, W. T. (1967). 2800 PERSONALITY TRAIT DESCRIPTORS--NORMATIVE OPERATING CHARACTERISTICS FOR A UNIVERSITY POPULATION.
Pitarch, M. J. G. (2010). Brief Version of the Fear of Negative Evaluation Scale – Straightforward Items (BFNE-S): Psychometric Properties in a Spanish Population. The Spanish journal of psychology, 13(2), 981-989. doi:10.1017/S1138741600002626
Reznikoff, M., Domino, G., Bridges, C., & Honeyman, M. (1973). Creative abilities in identical and fraternal twins. Behavior Genetics, 3(4), 365-377.
Rhodes, M. (1961). An Analysis of Creativity. The Phi Delta Kappan, 42(7), 305-310. Retrieved from http://www.jstor.org/stable/20342603
Rodebaugh, T. L., Woods Cm Fau - Thissen, D. M., Thissen Dm Fau - Heimberg, R. G., Heimberg Rg Fau - Chambless, D. L., Chambless Dl Fau - Rapee, R. M., & Rapee, R. M. (2004). More information from fewer questions: the factor structure and item properties of the original and brief fear of negative evaluation scale. (1040-3590 (Print)).
Sak, U., & Ayas, M. B. (2013). Creative Scientific Ability Test (C-SAT): A new measure of scientific creativity. Psychological Test and Assessment Modeling, 55(3), 316.
Saucier, G. (1994). Mini-markers: a brief version of Goldberg's unipolar big-five markers. (0022-3891 (Print)).
Scott, C. R. (1999). The impact of physical and discursive anonymity on group members’ multiple identifications during computer‐supported decision making. Western Journal of Communication (includes Communication Reports), 63(4), 456-487.
Simonton, D. K. (2003). Scientific creativity as constrained stochastic behavior: the integration of product, person, and process perspectives. (0033-2909 (Print)).
Snyder, A., Mitchell, J., Bossomaier, T., & Pallier, G. (2004). The creativity quotient: An objective scoring of ideational fluency. Creativity Research Journal, 16(4), 415-419. doi:10.1080/10400410409534552
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity: Free press.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. Handbook of creativity, 1, 3-15.
Tavoli, A., & Montazeri, A. (2020). Psychometric evaluation of the Iranian version of brief fear of negative evaluation scale-straightforward item (BFNE-S): A validation study. MJIRI, 34(1), 204-208. doi:10.47176/mjiri.34.29
Thompson, E. R. (2008). Development and Validation of an International English Big-Five Mini-Markers. Personality and Individual Differences, 45(6), 542-548. doi:https://doi.org/10.1016/j.paid.2008.06.013
Valacich, J. S., Dennis, A. R., & Nunamaker, J. F. (1992). Group size and anonymity effects on computer-mediated idea generation. Small Group Research, 23(1), 49-73.
Wallas, G. (1926). The Art of Thought. New York: Harcourt, Brace & Company.
Wang, D.-Y., Lin, S. S. J., & Sun, C.-T. (2007). DIANA: A computer-supported heterogeneous grouping system for teachers to conduct successful small learning groups. Computers in Human Behavior, 23(4), 1997-2010. doi:http://dx.doi.org/10.1016/j.chb.2006.02.008
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33(4), 448-457. doi:10.1037/h0027806
Webb, N. M. (1989). Peer interaction and learning in small groups. International journal of Educational research, 13(1), 21-39.
Wei, J., Zhang, C., Li, Y., Xue, S., & Zhang, J. (2015). Psychometric Properties of the Chinese Version of the Fear of Negative Evaluation Scale-Brief (BFNE) and the BFNE-Straightforward for Middle School Students. PLOS ONE, 10(3), e0115948. doi:10.1371/journal.pone.0115948
Yager, R. E. (1996). Science/technology/society as reform in science education: SUNY Press.
李明昆, & 洪振方. (2012). 提升科學創造力的探究教學策略之實驗研究. 科學教育研究與發展季刊.
林宗鴻譯. (2006). 人格心理學(第三版). 臺北市: 湯姆生.
邱發忠, 陳學志, 林耀南, & 涂莉苹. (2012). 想像力構念之初探. [The Exploratory Study on the Construct of Imagination]. 教育心理學報, 44(2), 389-410. doi:10.6251/BEP.20120402
洪振方. (1998). 科學創造力之探討. 高雄師大學報, 9, 289-302.
胡夢蕾. (2006). 我國創造力與人格特質研究之回顧與探析. [Content Analysis of Researches on Creativity and Personality in Taiwan]. 教育學刊(26), 215-239. doi:10.6450/er.200606.0215
陳振明. (2004). 影響高一學生科學創造力的因素之研究. (博士). 國立高雄師範大學, 高雄市.
陳振明, & 江秋樺. (2009). 科學創造力測驗之介紹. 雲嘉特教, 10, 25-36.
陳毓凱, 劉錦駿, & 洪振方. (2012). 以團體互動歷程的觀點探討凝聚力對科學創造力之影響. 教育與心理研究, 35(1), 29-56.
黃堅厚譯. (1999). 人格心理學: 心理出版社.
楊坤原. (2001). 創造力的意義及其影響因素簡介. 科學教育月刊, 239, 3-12.
葉光輝譯. (2005). 性格心理學: 理論與研究: 雙葉書廊有限公司.
鄧景宜, 曾旭民, 李怡禎, & 游朝舜. (2011). "International English Big-Five Mini-Markers"之繁體中文版量表發展. [International English Big-Five Mini-Markers: Development of the Traditional Chinese Version]. 管理學報, 28(6), 579-615. doi:10.6504/JOM.2011.28.06.04
謝甫佩, & 洪振方. (2006). 從匯合取向的觀點探討科學創造力的評量. 科學教育月刊(291), 11-23.