本研究以創造性問題解決策略融入小組合作學習的方式，設計三個氣象的教學單元，並以實徵教學研究探討此教學單元對高一學生「氣象概念」、「對地球科學學習態度」及「問題解決能力」之影響，最後藉學習意見調查表了解學生對此教學單元的觀感及看法。本研究以台北市立某公立高中之197位學生為研究對象。研究設計採不等前後測控制組設計，亦即先施以前測，然後實驗組進行2節「小組合作學習之創造性問題解決」(CLCPS)技巧訓練，再進行為期3週6節的CLCPS教學，對照組則進行講述互動式的討論教學，教學內容涵蓋氣象單元之「製造雨量筒」、「製作一朵雲」、「台灣的天氣」。教學結束後並實施「氣象概念」後測、「對地球科學學習態度」後測及「問題解決能力」後測，此外實驗組學生亦填寫學習意見調查表，經三個月後再實施延宕測驗，最後進行資料分析與整理。本研究的結果發現：（1）實驗組與對照組在「氣象概念」、「對地球科學態度」後測的表現上均顯著地高於其前測成績。（2）對照組在「氣象概念」後測表現上顯著地優於實驗組，但在「對地球科學學習態度」上兩組之間並沒有顯著差異。（3）在「氣象概念」延宕測驗表現上，發現兩組之間沒有顯著差異，但女生成績顯著地優於男生。（4）在「問題解決能力」測驗的表現，兩組之間沒有顯著差異，但女生在「總分」及「尋求解答」部份則顯著地高於男生。（5）由實驗組學生在「學習意見調查表」的反應中發現，學生大多對此教學持正向的觀感及學習態度，且表示透由此教學方式可增加學生間的溝通互動機會，不過亦有學生提出上課秩序不佳的疑慮。（6）從實驗組男女生班分析中，發現在「氣象概念」及「對地球科學學習態度」後測表現上沒有顯著差異，但在延宕測驗部份女生班顯著地優於男生班，在「問題解決能力」測驗中，女生班於「尋求解答」部份顯著地高於男生班，在「學習意見調查表」中女生班反應較男生班為正向。綜合此次研究發現，使用此兩種教學均可使學生在知識及態度上有顯著地進步，而兩組之間僅在氣象概念後測部份對照組顯著地優於實驗組。男女生差異部份發現在氣象延宕測驗及「問題解決能力」測驗之「尋求解答」部份女生顯著地高於男生。在「實驗組意見調查分析」中發現實驗組對此次教學大多持較正向的觀感及學習態度，並表示可增進學生間溝通能力但亦有秩序不佳的問題

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