| Summary: | 碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === The purposes of this study were （1）to describe the learning styles of 5th & 6th graders.（2）to explore the relationships among the scientific problem solving ability and creative thinking、critical thinking、reasoning thinking.（3）to compare the performance of scientific problem solving ability between the boys and the girls.（4）to compare the performance of scientific problem solving ability between the fifth and sixth graders .（5）to compare the performance of scientific problem solving ability among the different learning styles.
Participants were 250 students at the fifth and sixth grades of elementary schools in Kaohsiung. Assessing instruments included the “Test of the Scientific Problem Solving Ability” and “Learning Style Questionnaire”. The data obtained was analyzed by mean, t-test, one-way ANOVA, and Pearson product-moment correlation.
The findings of this study were as follows:
1. In terms of learning styles, the numbers of students who were “activist,” “reflector,” and “theorist” were almost the same, while “pragmatist” accounted for the smallest number. Respondents who were “activist” and “reflector” scored above the norm in their strength of learning styles, while students who were “theorist” and “pragmatist” scored below the norm.
2. Significant correlations were found among creative thinking, critical thinking, and reasoning thinking.(r=.239~.323, p＜.01）
3. There were no significant differences in the performance of scientific problem solving ability between the boys and the girls.
4. The sixth graders had better performance than fifth graders in scientific problem solving ability.
5. The“reflector” and “theorist” had better performance than “activist” in scientific problem solving ability. In addition, there was no significant correlation between the performance of scientific problem solving ability and the strength of learning styles.
Based on the coclusions, this research had offered some concrete suggestions to improve the instructional environment and enhance students’ learning, and suggestions for further study also presented to following researcher.
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