本文旨在探討自然科創意教學模組(以下簡稱CCT)結合批判思考教學的理念，對學生學習動機、批判思考能力及科學創造力之影響。本文仿所羅門四組實驗設計(Solomon four-group design)，以台北市中正區DM 國小五年級四個班級共138 名學生為實驗對象，採量為主、質為輔的研究方法，以此教學模組進行教學活動。探討面向包括有對學生學習動機、批判思考能力及創造力的影響。在創造力測驗的部份參考國內相關創造力測驗，發展出自然科領域的創造力評量工具—科學創造力測驗(SCE)，並於教學過程中觀察記錄學生質性的批判思考與創造思考反應，以求研究的面向的完整和周延。
研究結果發現，CCT 對學生自然科學習動機有顯著的提升，但在各分量表間存有差異，兩組接受教學處理學生亦存有相當的個別差異；對學生科學創造力有顯著提升，在各分項方面流暢力、開放性、變通力、精密力及科學性皆達顯著差異，但兩組接受CCT教學處理學生存有相當的個別差異；對學生自然科批判思考無顯著的提升，在各分量表亦無顯著提升。

This study, integrating creative teaching with critical thinking module, investigated the influence of the Creative and Critical Teaching (CCT) on learning motivation, critical thinking, and scientific creativi ty. Reference to Solomon four-group design, there were four classes selected from fifth grade of DM Primary School in Jhongjheng District, Taipei City and assigned into the two experimental and two control groups randomly. The quantitative method used four different kinds of instruments. Those were Science Learning Motivation Progressing Questionnaire (SLMQ), Science Critical Thinking Examination (SCTE), Science Creativity Examination (SCE) and William creativity assessment packet (CAP). The qualita tive methods included researcher's teaching record books, classroom observations memo, semi- s tructured interview and the students' progressing papers. The resul ts from two-way ANOVA and ANCOVA showed that:
1. There is significant difference between experiment and control group at SLMQ.
2. There is significant difference between experiment and control group at SCE,
including fluency、openness、flexibility、precision and science.
3. There is no signif icant difference between experimental and control group at SCTE.