本研究的主要目的在於應用一套地球科學問題解決教學模組，探討此教學模組對高一學生問題解決能力的影響；並輔以「對地球科學的態度量表」及實驗組學生「對教學的觀感與看法」開放式問卷，來評估此一模組對高一學生學習之影響。
本研究的研究設計屬準實驗研究法中之「不相等控制組設計」，研究對象是台北市某一公立女中兩班83名高一學生，並依班級隨機分派為實驗組與對照組。兩組學生在接受「問題解決能力」前測後，接著各進行為期兩週五節課的教學；實驗組學生接受以「創造性問題解決模式」為基礎而設計的問題解決教學，對照組學生則接受傳統講述式教學。在教學完畢後，並施行「問題解決能力」後測及「對地球科學的態度量表」；實驗組學生並填寫「對教學模組的觀感與看法」開放式問卷。
本研究結果主要有下列幾點：(1)以單因子共變數分析後，發現實驗組學生在「問題解決能力」測驗的整體表現上優於對照組；尤其是在「提出解答」部分及全部總分上，兩組差異達統計上的顯著差異( p <.05)。(2)以配對t考驗分析後，發現實驗組學生在「問題解決能力」後測的表現優於前測，尤其是在「發現問題」、「提出解答」及全部總分上，前後測的成績比較達統計上的顯著差異（p <.05）；(3)以曼－惠特尼U考驗分析後，發現實驗組學生在「對地球科學的態度量表」均比對照組有較正向的態度( p <.05)。(4)質性數據的分析發現，實驗組學生對此教學模組的觀感與看法大多較為正向，且與量化的結果相呼應。
本研究最後並根據研究過程之心得與結果，檢討本研究過程的改進方法及未來研究可行的方向。最後並建議在教學中多融入「問題解決」的教學策略，以培養學生問題解決的能力；老師並應在平常教學環境中，常給予學生解決問題的機會，讓學生主動負起學習的責任，以為未來生活的準備。

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