本研究透過“豆腐”及“糨糊”STS探究實驗設計，發展學生之創造力。著者設計具有彈性的課程架構，包括上述各項創造力要項的五層面與22過程之學習程序，作為主要學習內涵及評量目標，評量(a)找尋創造力表現的證據 (b)評鑑此活動能否有效激發學生的創造力。
學生以小組及班級合作學習、以擴散技法（腦力激盪等）激發開發性思考、多層次思考，以收斂技法（因果法等），促進收斂思考，篩選、分析、重新定義思考項目，使其成為有用的構想，激發創造力。每小組學生由初步想法，自定子題目，由想法發展為構想，設計探究實驗，進一步從獨創性、具體性自評其設計；並以口頭及書面對全班報告。設計組以外之成員針對此報告發問、批判、和討論；設計組答辯。設計組根據以上討論而修改設計，並執行探究實驗後再修改其設計。全部過程以錄影記錄。整個過程以直接觀察、錄影記錄、學習歷程檔案和同儕評量的資料分析。
資料分析結果發現，(1)流暢性評量結果顯示：(a)每一個人的擴散性思考是在正常範圍內(b)小組及班級學習提升擴散思考。(2)柔軟性思考分為經驗、類比、分析、類推、抽象四層面；所有小組主要以經驗取向思考（包含生活及化學實驗思考，顯示其專業背景），然後以類比、分析、抽象之思考順序。(3)個案小組之設計，以(a)獨創性(b)具體性(c)科學思考(d)科學技能(e)吸引注目性(f)接受性評鑑，全班評定個案小組之設計符合除了(f)以外的所有基準。
本研究發現，培養創造力鷹架模組及探究實驗設計能開發學生之創造力，並能有效地發展教師專業能力。

This study is to develop students' creativity through designing soybean curd and starch paste STS exploratory experiments. Two modules were designed based on five-phase learning procedures with 22 processes associated with creativity as a dynamic guideline for planning learning activities. The 22 processes are the learning contents as well as the assessment tasks, which were used in: (a)finding evidence of performance indications for creativity; and (b)evaluating effectiveness of the activities in promoting creativity.
Video - based anchors were designed and used for small group and class cooperative learning, divergent thinking skills (e.g., brain storming) were used to promote open-ended, multiple dimensional thinking. Convergent thinking skills (e.g., cause-effect method) were used to screen, analyze, and refine suggested ideas to develop successful opinions. In each step of exploratory experimental design, students begin by diverging and then by converging before proceeding to next step. Each group identified and designed a creative exploratory experiment and presented it to the class for challenge and criticism. The lead group defended, debated, and revised the design. Then each group took turns to lead class activities. The results were displayed as posters, which were evaluated by the class. The whole process was videotaped. Data from direct observation, video-taped records, portfolios, and peer assessments were analyzed.
The results are as follows. (1)(a)Fluency in divergent thinking of individuals is in the normal range. (b)Small group and class learnings promoted their divergent thinking. (2)Flexibility was analyzed in terms of four dimensions of thinking: experience oriented, analogical, analytical, abstract. For all the groups, experience oriented thinking (that related to life and chemistry experiments) was used predominately, reflecting academic background of the participants, followed by others in decreasing order. (3)The designing by the case group was evaluated for (a)originality, (b)tangibility, (c)scientific thinking, (d)scientific skills, (e)dramatic value, and (f) acceptability. The class ruled that the idea meets all criteria but (f). Professional capability included abilities of designing and scaffolding activities and assessment of learning outcomes.
This creativity cultivating model was found effective in developing teachers' professional capabilities (portfolio assessment) and the exploratory experiment design was observed to significantly improve students' creativity.