研究的主要目的，在探討Lipman兒童哲學方案對國小資優學生批判思考能力及創造思考能力之影響，以及瞭解學生對此方案的反應，作為資優班推廣思考教學之參考。
本研究採不等的前後測控制組實驗設計，樣本取自臺北市吉林國小與長安國小五、六年級一般能力資優資源班學生，混合分組，其中吉林國小實驗組12名，控制組12名；長安國小實驗組11名，控制組10名，共計45名。實驗組學生分別參加十二週（每週一次，每次60分鐘）由研究者進行的兒童哲學方案實驗教學，控制組則否。以「康乃爾批判思考測驗(X)級」及「拓弄思語文創造思考測驗乙式」為評量工具，所得資料以單因子共變數分析進行統計處理；至於由研究者設計之「兒童哲學方案意見調查問卷」所得之資料，則進行次數分配及百分之統計處理，並結合訪談所獲得的質性資料加以分析。
本研究主要的發現如下：
一、實驗組學生在批判思考測驗之「總分」及「考察訊息的可信度」分數，顯著優於控制組學生。顯示本方案對增進批判思考能力有所助益。
二、實驗組學生在創造思考測驗之「流暢力」分數，顯著優於控制組。表示本方案對增進創造思考能力有所幫助。
三、本方案之教材、教法，獲得學生正面的評價。根據以上的發現，研究者歸納提出若干教學及未來研究上的建議。

The purposes of this study (1) explored the impact of Philosophy for Children program on critical and creative thinking of fifth and sixth grade gifted students for 12 weeks, and (2) realized the students' opinion about the program.
Non-equivalent pretest-posttest control group design was used in the study. The sample was composed of 45 students selected from two elementary schools. Twenty-four academically gifted in resources room program were selected from one elementery school in Taipei city and were assigned into control and experiment groups, and twenty-two from the other. The two groups composed of fifth and sixth grade students at the same time. The experiment groups attended the Philosophy for Children program at their schools for one hour per-week, while the control groups remained in their regular classes at the same time.
The quantitative data included (1) the Revised Test of Cornell Critical Thinking, Leve X., and The Revised Test of Torrance Test of Creative Thinking, Verbal Form B, were given to the students as subjects for pre/post tests. The data were analyzed using ANOVA. (2) the data of Student Respone Questionnaire were analyzed using frequency distribution and percentiles.
The qualitative data was the record of interview with experiment groups.
The major findings were as below:
(1) The experiment groups scored significantly higher than the control groups on the total test scores and the sub-test scores on infomation credibility investigation of Critical Thinking Test.
(2) The experiment groups scored significantly higher than the control groups on the fluency scores of Creative Thinking Test.
(3) Students indicated that they liked to attend the program and enjoyed it.
Some suggestions and further studies are also discussed in the study.