The purpose of this study was to determine whether an instructional unit on inventing affected the inventive abilities of fifth and sixth graders and investigate the possible effects of the unit on students' creativity scores and attitudes towards science. Concomitantly, this study attempted to determine whether relationships existed between students' inventive abilities and the following: achievement, intelligence, creativity, and creative interests. One-hundred-seven fifth and sixth graders in three elementary schools were randomly assigned by school to experimental and control groups. Analysis of the data revealed a number of significant interactions. For the measure of inventing, instruction by sex and school by grade were significant interactions. Achievement as a covariate was also found to be significant. The interaction, school by grade by sex, was significant for creativity. There were no significant correlations between inventing, creativity, and attitude towards science, as measured by this study, although changes in creativity scores and attitudes towards science scores occurred. The results of this study suggest that instruction does increase inventiveness for some students. (Author/TW)