本研究旨在探究科技大學創意課程學生的人格特質、知識學習和 創意教學成效的關係，以及探析研究者經過一學期創意思維與設計課 程實際教學後，指導學生組隊參加全國創意的發想與實踐競賽，榮獲 最佳創業獎【Fun電娃娃娃】作品在創意知識轉化的學習表現。本研 究方法採行量化問卷調查統計84位修課學生的創意人格特質和知識 學習管理，質性分析教師教學創意課程檔案和學生創意作品成果。 綜合研究成果獲致以下結論：1. 創意課程學生創意人格特質和高 創造力者人格特質表現有差異。2. 創意課程學生創意知識學習以團隊 知識管理最佳。3. 有社團經驗的創意課程學生有助於團隊工作品質表 現。4. 團隊凝聚力在團隊工作品質和團隊知識管理表現有差異。據上 結論提出以下建議：1. 鼓勵創意課程團隊探索、分享和實作創意學 習。2. 增強教師創意教學信念和策略。3. 充實學生顯性和隱性知識 轉化能力。

One of the purposes of this study mainly aimed at exploring the relationship among the characteristics of students of creativity courses in universities of science and technology, creative design knowledge in products, and creative teaching effectiveness. Moreover, the researchers, analyzed the work “Fun Electric Doll” about the Award of Best Entrepreneurship of the National Contest of Creativity. And, to observe and record students’ learning performance of transformation of creative knowledge was another purpose of this study. The methodology adopted by this research consists two approaches:1. Using quantitative questionnaire to investigate 84 students about creative knowledge learning management; 2.Using qualitative analysis to examine teachers’ file of creative instruction and measure the performance of students’ products. The conclusions as following: 1. The creative characteristics of students of creativity courses are different from those of people who are highly creative. 2. Students of creativity courses have best creative knowledge learning in ‘management of team knowledge’. 3. The experience of attending clubs of students of creativity courses enhances students’ performance of team work. 4. The level of bond of teams in the quality of teamwork is different from the one in the performance of team knowledge management. With the regard of all the above conclusions, the following suggestions included: 1. Encouraging teams in creative courses to discover, share and practice creative learning. 2. Consolidating instructors’ beliefs and strategies of creative instruction. 3. Promoting students’ capability of tacit and explicit knowledge transformation.