本研究應用「科學認知偏好測驗」調查新竹縣2067位國小四及六年級學生的科學認知偏好發展情形，並探討科學認知偏好與科學過程技能之間的關係。
研究結果顯示國小四、六年級樣本的科學認知偏好取向，由高至低排列為原理原則（P）＞應用（A）＞記憶（R）＞發問質疑（Q），顯示新竹縣國小四、六年級的學生處理所習得的科學知識時，偏好講求知識的原理原則性，最不喜好對知識進行批判質疑。
四年級樣本之科學過程技能測驗分數與原理原則（P）、發問質疑（Q）及應用（A）三項認知偏好型式呈顯著正相關，與記憶（R）認知偏好型式呈顯著負相關（p<0.01）；六年級樣本，科學過程技能總分與原理原則（P）、應用（A）兩項認知偏好型式呈顯著正相關，與記憶（R）認知偏好型式呈顯著負相關，與發問質疑（Q）認知偏好型式則無顯著相關。
將樣本依科學過程技能測驗分數分為高分、中間與低分等三組，以單因子變異數分析法，對各項科學認知偏好進行考驗，結果發現：四年級樣本中的R、P、A等認知偏好型式在三組間達顯著差異，六年級樣本三個組別間的R、P、Q、A等四項認知偏好皆達顯著差異。
科學過程技能測驗高分組，四、六年級樣本，皆表現較高之原理原則（P）及較低之記憶（R）認知偏好；在科學過程技能低分組，四、六年級學生，皆表現較高之原理原則（P）及表現較低之發問質疑（Q）認知偏好。

The study employed the Test of Science Cognitive Preference (TSCP) to determine the science cognitive preference styles of 2,067 fourth grade and sixth grade students of Hsinchu Hsien , Taiwan. The relationship between science cognitive preference and achievement in science process skills was
then explored.
The results showed that the fourth and sixth grade students exhibited a cognitive preference style of Principles (P) > Applications (A) > Recall (R) > Questioning (Q). This indicated that the fourth and sixth grade students displayed the highest preference for principles, and the lowest preference for questioning science information presented to them.
Performance in science process skills was measured by the Test of Science Process Skills (TSPS), and analyzed using a correlation with TSCP. For the forth grade students, TSPS scores correlated positively with P preference scores, Q preference scores, and A preference scores, but negatively with R preference scores in science (p<0.01). For the sixth grade students, TSPS scores correlated positively with P preference scores and A preference scores, but negatively with R preference scores in science (p<0.01). Moreover, no
significant correlations were found between performance in science process skills and scores for the Q preference mode.
Then the subjects were analyzed by one-way ANOVA after categorizing into three different achievement levels, according to the TSPS scores, namely as high, medium, and low achievers. The result for the three groups of fourth grade students revealed significant main effects for R, P, and A preferences scores.
Moreover, the result for the three groups of sixth grade students revealed significant main effects for R, P, Q, and A preferences scores.
A strong preference for principles and a weak preference for recall of science information were associated with high achievement in science process skills.
On the other hand, a strong preference for principles and a weak preference for questioning of science information were associated with low achievement in science process skills.

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