The study tried to promote elementary students’ learning interest, motivation, and learning effectiveness and develop students’ learning ability toward scientific study. An action research of integrating pairs collaborative learning into science instruction was conducted for elementary higher-grades students. The participants included 13 boys and 12 girls (totally 25 students) of higher- grades graders. Students’ learning attitudes were examined by “Scale of science learning attitude”,“Interaction checklist of science pairs collaborative learning”,“Survey questionnaire of collaborative learning experience”,“check list of students’ behavior ”,“case study”,“interview”, etc. Students’ learning effectiveness was checked by pre-post test with “Concept test of science instruction unit”,“Regular assessment grades”and “Comprehensive assessment”. In addition, “Concept mapping”,teachers’ and students’ journals were analyzed. The result found the best way students’ pairs is gender heterogeneity plus academic achievement heterogeneity. The learning effectiveness of hands-on performance is better. Students need enough time to discuss in pairs. Also, the pre-class preparation and cooperative communication skills should be focused. Students became more active and positive because of the intensive interaction with pairs-learning partners. Teachers need to change strategies flexibly when progressing instructional activities practically. The study results suggests creative and interesting curriculum activities should be arranged. Students should develop good learning habits and expand the application of integration pairs collaboration into learning.