國家教育研究院

　　本研究旨在發展臺灣科學教師科學素養指標架構，用以檢視教師科學素養現 況，具有引導及提升教師科學素養的作用，惟有完善教師科學素養，才能培養具 有科學素養的未來公民。本研究參考國內外文獻中既有的科學素養指標及專家意 見，建立科學素養指標架構，將臺灣教師科學素養指標架構分為概念知識、過程 能力、社會影響、科學態度等四大面向；科學情境方面，則有健康、自然資源、 環境、災害、尖端科技等主題，未來調查時，可針對此四大面向，於適當的科學 情境中，設計試題或問卷，評估科學教師之科學素養，一方面符合學生學習的需 求，並了解科學教師相對於全體公民的科學素養程度，另一方面也可作為國際比 較的參考。

　　Science teachers in elementary schools play an important role in the development of not only the future scientists but also citizens with scientific literacy. The purpose of this study was to develop the framfwork of scientific literacy for elementary school science teachers. The framework developed by reviewing related literatures has four dimensions: scientific knowledge, scientific process, scientific attitudes, and scientific impact. Additionally, the scientific context was composed of five issues, health, natural resources, environment, disaster, and the cutting-edge technology, which are crucial for measuring the level of scientific literacy.