本研究延續前二年的研究，根據學生在科技創造力測驗的得分，篩選四年級至六年級得分最高與最低學童各六人(共36人)，採訪談方式，探討高創意與低創意學童在認知歷程上的差異及影響其創意發展的主要來源。本研究採用的工具包括「荒島尋寶」繪本及創意發展相關的訪談問題。訪談問題包括七個向度，共計24 大題。資料的分析兼採質與量的方法。研究的主要發現為：(1)「荒島尋寶」具有區別力。(2)不同年級、出生序及父母教育程度的學童，在科技創造力的得分上並無顯著差異。(3)大多數國小四至六年級學童均能清楚辨識其情緒，且大多數學童均具有正向的情緒特質；正向情緒有助於科技創造力的表現。(4)絕大多數學童均無法明確說出問題解決的歷程，顯示其後設認知能力有限。(5)高分組的學童較能運用線索以解決問題，且其來源較為有意的學習。(6)思考與想像對自然課創意表現以及生活經驗對日常生活創意表現有重大影響。(7)成功做出產品與堅毅的人格特質、能與人合作的人際智慧、師父的引導以及獲取認同的需求有關。(8)隨著學童年級的增加，學童嘗試創新的動機漸減，且逐漸由內在動機轉變為外在動機。(9)對於自然與生活科技領域的喜愛，各年級高分組喜歡的比例均較高，而影響是否喜歡的關鍵因素在於教師的教學方式與教材的呈現。(10)六年級在自評「有創意點子」和「能做出創意產品」的自評分數上有下降的趨勢，尤以低分組為甚。 Extending from the previous studies, this study aimed to investigate the differences between high-creativity pupils and low-creativity pupils in the process of creation as well as to understand what factors may influence their technological creativity development. Thirty-six fourth to sixth graders, screening from the previous longitudinal sample, participated in this study. The "Treasure Hunt" and several interview questions which consisted 7 dimensions were employed and both the qualitative and quantitative data analysis methods were used. The main findings were: (1) the "Treasure Hunt" had good discriminate validity. (2) Grade, birth order, and parents' educational degree did not have effects on the pupils' technological creativity. (3) Most pupils had the ability to identify their emotion and most of them had positive emotion; moreover, positive emotion contributed to the pupils' technological creativity. (4) Most pupils could not specifically express their problem solving process which suggests that they had limited metacognitive abilities. (5) High-creativity pupils were more capable of using cues to solve problems and the ideas they used to solve problems were mainly from mindful learning. (6) While thinking and imagination were influential to the pupils' creativity in Nature, so did life experiences to their creativity in daily life. (7) Success in making products was related to perseverance, the intelligence of collaboration, the guide of mentors, and the need of getting recognition. (8) As age gradually increased, the pupils' motivation of trying new ideas decreased, and their internal motivation was gradually changed to external motivation. (9) The high-creativity pupils liked Nature better than their counterparts, and the key reason for it concerned the material and the teacher's pedagogies. (10) The sixth graders' self evaluation on "have creative ideas" and "can make creative products" dropped as compared to the fifth graders.