本研究旨在探討cps融入科學玩具製作教學對國小資優生創造力和科學創造 性問題解決之影響。本研究採用不等組的準實驗設計，選取新北市及臺北市兩所 國小資優班學生為對象，實驗組與對照組各13名進行實驗教學。研究工具為陶倫 斯創造思考測驗圖形版、科學創造性問題解決測驗及學生回饋問卷。所得資料分 別以獨立樣本共變數與質性分析進行處理，獲得下列主要發現： 1. 教學方案可提升國小高年級資優班學生創造力之獨創力及精密性。 2. 教學方案可提升國小高年級資優班學生科學創造性問題解決之發現力。 3. 創造性問題解決融入科學玩具製作教學方案獲得多數實驗組學生的肯定， 對本方案持正向態度，且認為有助增進創造力

This study aimed to explore the impact of CPS Integrated into Scientific Toys Making Instruction on Creativity and Scientific Creative Problem Solving for Elementary Gifted Students. This study adopted the Pretest and Posttest Quasi-experimental Design. The high-grade elementary school students in a gifted class in New Taipei City and Taipei City were selected as the study objects. There were 13 students in the experimental group and control group respective. Experimental teaching program was carried out. The study tool utilized Torrance Tests of Creative Thinking, Children Scientific Creative Problem Solving Test, and Student’s Feedback Questionnaire. Analysis of Covariance for Independent Samples and Qualitative Data were performed on the data collected. Based on results of the study, the main findings are listed as below: 1. The CPS Integrated into Scientific Toys Making Instruction could raise the elementary gifted students’ creative on originality and elaboration. 2. The CPS Integrated into Scientific Toys Making Instruction could raise the elementary gifted students’ Scientific Creative Problem Solving on discover. 3. The CPS Integrated into Scientific Toys Making Instruction gained the approval of most students in the experimental group. The group enjoyed the program and gave positive feedback, believing that the program raised student’s creativity.