雖然創造性問題解決模式（creative problem solving，CPS）早在1960年代便已發展出來，並且普受重視，但其通常用於創造力的培育上。教育界，尤其科學教育界將之作為一種「教學模式」的並不多。因此本研究的主要目的在探討CPS的教學模式是否適用於學校的科學教學上，將試著以概念知識的學習成果、學習的行為、學習的態度、創造力等四個向度來評估此模式運用在科學教學上的可行性。
本研究擇定以國中生物教科書所無的三個概念：「魚類河海迴游性」、「優養化」、「生物放大作用」，做為教材編寫的內容。受測者先接受CPS分階段訓練，再進行CPS各階段整合訓練，最後進行CPS科學教材的學習，訓練時間共兩週計十六小時。由於時間頗長，在考量現實因素下，本研究分成兩個年度進行，第一個年度的研究對象為志願加入的已獲高中職推甄入選的31名國三學生，這些受測者除需接受上述的CPS訓練和教材學習外，還需進行威廉斯創造思考測驗的前後測、概念知識前後測、開放性問題後測，同時須接受分組討論過程的行為記錄。第二個年度參與的受測者亦為已獲高中職推甄入選的國三學生共37名，這些受測者僅接受威廉斯創造思考測驗、開放性問題測驗，以求在這兩個向度上，與第一年接受過CPS訓練的受測者進行比較。
本研究的結果主要有下列幾項：（1）、從概念的學習成果來看，學生的學習前後，成績上有明顯進步，也獲得了不少教材內的概念。（2）由受測者的心得感想可知，學生對CPS的教學模式接受度高。（3）、短短兩週時間的CPS訓練對學生創造力的幫助有限：由威廉斯創造思考測驗的結果可知，在研究者採計的五個向度中，只有「獨創力」一項有明顯的進步。（4）、CPS的訓練對學生回答開放性問題的情形有正面影響：受過CPS訓練者與未受過訓練者在研究者自編的開放性問題上的表現有顯著差異，前者在答案數量與答案類型數量上都比後者為高。不過答案類型的分佈卻仍相似。（5）、高低學習成就者在威廉斯創造思考測驗的表現上有一些差異：高學習成就者在「標題」一項的表現上，明顯高於低學習成就者。（6）、分組討論中的個別表現有差異：由錄影記錄的結果顯示，雖然CPS的擴散性階段強調要毫無拘束的將腦中所有思考呈現出來，但每位同學的表現仍有著個別差異，有些積極發言，有些則消極沈默。常發言者常被同儕選為創意較佳者，他們絕大部份為高學習成就者。（7）、分組討論中，批判他人點子的情形仍存在：CPS的分組討論裡，強調組員們應該延後批判他人提出的點子，但在研究中發現，這種批判他人點子的情形（無論是稱讚或批評）仍常發生。
綜合上述，CPS的教學模式的確可適用於科學學習上，這種方式不僅可完成概念的學習，學生的學習心得亦屬正面，對提昇學生的創造力而言，也有一些助益。CPS是一種通常用來解決開放性問題的解題模式，頗適合用於STS或錨式情境教學。研究者並建議，在以CPS為原則編寫教材時，不一定要把CPS的所有階段步驟都囊括在內，可以只利用部份的CPS階段或思考策略，如此較便於時間的安排與教材內容的編排。

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