本研究主旨在於瞭解融入科學史、哲於生命科學通識課程對學生學習的影響，研究者以融入多元理論競爭的動態模式做為教學理念之背景，藉助科學史豐富的歷史情境與人文內涵來編寫授課教材，並透過小組討論對話，讓學生設想自己是科學家，去體驗多元理論競爭的歷程，藉以探討此課程中，授課教授的「教」與學生的「學」的互動;及學生在此課程中的學習成長與學習感受。 在本研究教學活動中，學生在「生物知識評量」上的前、後測平均得分的差異達顯著水準。透過晤談可發現，學生的科學本質觀點是比較偏向後邏輯實證。由作業評量可發現，學生不管在多元理論競爭的觀念、科學與人文的會通、價值反思上都有明顯增長。 在學生的感受方面，有88%的學生認為能使其學習興趣增加，學生認為「多元化的教材內容」與課後作業可對所學再次思考，上課討論、分組報告更可促進多元思考，影片觀賞則可提升學習效果等。尤其小組討論可以使更多的想法與觀點被提出，解決個人思考向度的有限。有80%以上的學生自認為「有效思考的能力」、「對自然界生命的體驗」有成長，有50%左右的學生自認為「能做適切介斷力的能力」有成長，有近50%的學生自認為「對價值認知的能力」有成長，而這些成長是來自於作業評量與小組討論，及授課教授對教材內容的引導與影片觀賞。

　　　　　 The purpose of this research is trying to inquiry the effect of students learning in life science general education integrated with history and philosophy of science. The instruction notion is integrated with multiple these competition dynamic model in history of science which is rich in historical situations and humane cultivation. Then let students to assume themselves were scientists to experience multiple these competition dynamic course by discussion small groups. In order to confer the interaction of teacher's teaching and students' learning in this curriculum, to interpret student's progress in this curriculum, and to interpret student's felling in this curriculum. There is a significant effect in pre-and post-biological test. The analysis of the interview transcriptions shows that students' understanding the nature of science is more post-positivism The results of homework assessment shows that students make progess in the aspects of multiple these competition notion, association with science and humane learning, values introspection. 88% of the students express that their interest in learning life science may increase and indicate that diversification of teaching materials and homework allow them for reflecting what they have learned, discuss reports may promote thinking in many ways, and multimedia teaching increase learning outcomes etc. Especially, discuss in small groups can produce much more ideas and solve the problem of limitation in individual thinking, their ability of effective thinking and experience toward natural life become mature, their ability of appropriate decision and awareness of value become mature. Theses growths derive from homework assessments, discuss in small groups, teacher's guidance and multimedia teaching.