本研究發展「科學認知偏好測驗」（TSCP），以探索臺北地區國中一年級學生之「科學認知偏好」，並研究其與學生背景特性和學校大小等變項之間的關係。結果顯示，TSCP的信度和效度考驗均稱滿意。R、P、Q、A四項認知偏好的型式分數之內部均質性信度分別為0.63、0.60、0.84和0.64。TSCP分數的因素分析抽取出三個因素，因素分析與四項認知偏好型式的相關分析結果均證實了Q-R兩極軸的存在。全體樣本的科學認知偏好取向，依喜好的程度順序排列為P（原理原則）>Q（批判質疑）>A（應用）>R（記憶）。亦即學生於學習自然科學知識時，偏好鑑識科學知識之原理原則而不喜記憶科學知識，更進一步的分析顯示，在生物、物質科學和地球科學三個分測驗中，學生表現之科學認知偏好的「取向」，不盡相同。 男女生科學認知偏好的分數並無顯著不同；惟不同類型學校（大小）的學生，科學認知偏好取向顯著不同，大型學校學生偏好P、Q，中型學校學生偏好P，而小型學校學生則偏好A。研究的結果亦顯示，家長職業不同的學生，科學認知偏好的分數並無顯著差異存在。

　　　　　In this study, the Test of Science Cognitive Preference (TSCP) was developed and used to investigate the science cognitive preference styles of 7th grade students in Taipei area. In addition, the relationship between cognitive preference and students' background characteristics and certain school variables were explored. The results indicated that the reliability and validity of the TSCP was satisfactory. The internal consistency reliabilities of the R, P, Q and A modes were 0.62, 0.60, 0.84, and 0.84, and 0.64 respectively. Results of factor analysis revealed 3 factors. The intercorrelation among the scores of the four cognitive preference modes and factor loadings confirmed the Q-R bipolar axis proposed in the previous study. The subjects exhibited a strong preference for the P and a weak preference for the R mode. The order of preference from the highest to the lowest was P>Q>A>R. This indicated that 7th graders in Taipei area preferred learning general principles of the science information presented to them, to memorizing scientific facts. Further data analysis revealed that distinct differences in cognitive preference style were found among biology, physical science and earth science subtests. No difference in the scores of the four cognitive preference modes was found between male and female subjects. However, significant differences in science cognitive preferences were found among the three types of schools categorized by size. Students of large schools showed a higher preference for the P and Q modes, while students of medium and small schools showed a higher preference for the P and Q modes, while students of medium and small schools showed a higher preference for the P and A modes respectively. Meanwhile, the results of the study revealed that no differences in science cognitive preferences were found among the students grouped by parents' occupation.