本研究依據遊戲理論及問題解決的理論架構，選取國小五年級自然科三個單元的教材，編擬出遊戲型態的教學方式，包含規則性遊戲、競爭性的團體遊戲、模仿遊戲、紙牌遊戲、角色扮演遊戲以及問題解決遊戲，探討遊戲型態教學對國小學生學習態度、學習成就以及問題解決能力的影響。研究者以準實驗研究法，方便叢集選樣臺北市某國民小學五年級學生作為研究對象。實驗組施以遊戲型態教學方式進行教學，控制組施以一般自然科的教學方式，進行二個月的實驗教學。研究工具包含自然科學學習態度量表、自然科成就測驗、問題解決能力量表、問題解決測驗、問題解決紀錄表、遊戲型態教學意見調查表。進行前後測之資料收集後，進行統計、共變數分析，以考驗實驗組與控制組之（1）自然科的學習態度（2）自然科的學習成就（3）問題解決能力（4）問題解決測驗等之顯著差異；加上（5）問題解決紀錄表及（6）遊戲型態教學意見調查表的資料收集，做質的輔助分析。 研究的主要結果為遊戲型態教學方式有助於學生學習態度、問題解決能力的增進。但是在學習成就方面，實驗組的學生與控制組的學生並無顯著差異。研究者更提出建議，以供教師參考。

　　　　　The purpose of the study were to examine the impacts of play-based science teaching/learning upon the students' attitudes, interest of studying, achievement in science learning and ability of problem solving. The researcher designed play-based scientific activities that were based on the theories of play, problem-solving process and learning theories. There were 4 fifth-grade homogeneous classes that were sampled to receive play- and game-based instructions, while the other two classes were control group that received traditional instructions. The instruments developed and used in the study were: (1) the Test of Learning Attitude in Science Learning, that includes sub-instruments of confidence, interest and belief, (2) the Tests of Science Learning Achievement【1】and【2】, (3) the Test of Problem-Solving【1】and【2】, that include sub-instruments of realizing problem, defining problem, identifying factor, providing information and deciding strategy, (4) the Questionnaire of Problem-Solving. The statistical tests were calculated to see if there were significances. The results have shown that the experiment group was significant differences on total attitude, confidence, interest of learning and total problem solving, realizing problem, identifying factors and providing information. However there was no significant difference on sub-instruments of achievement, belief of learning science, defining problem and deciding strategy. In summary, the play-based science teaching/learning were recommended for elementary level. The suggestions for teaching and further study were made at the end of this report.