九年一貫新課網要中，揭櫫教師應依學校特色發展學校本位課程。本研究者以所任教學校、社區特色，進行自然科的戶外教學，以探討學生在教學後科學態度上的改變。本研究的目的有：1.發展以自然與生活科技領域中「科學態度」所列四個態度向度為依之評量工具；2.探討學生在教學前後，在科學態度上是否達到顯著的差異；3.探討學生在學習過程中，科學態度的行為表現。 本研究以研究者所服務的自然國小四年級31位學生為研究對象，採準實驗研究法，實施自行設計、以鄉土自然生態為題才的「象山生態探索主題統整教學計劃」教學活動，並利用研究者行行設計之「九年一貫課程科學態度量表」(以九年一貫自然與生活科技綱要中之科學態度分項能力指標為依據，所設計之科學態度量表；包括四個分量表)於教學前後測，以了解學生在教學前後科學態度是否達到顯著的差異；同時利用活動期間的錄影、錄音、文件及訪談資料蒐集及觀察學生在學習活動中科學態度的表現情形，以質性質料呈現。 量化結果顯示學生在總量表及「喜歡探討」、「發現樂趣」、「細心切實」之個別分量表的表現上皆達而顯著差異，但是在「求真求實」分量表上卻未達顯著差異。 在質化研究方面，研究結果發現，學生在活動中大都能表現出科學態度的精神，唯在「求真求實」及「客觀」的科學態度表現上，因為環境及學生程度的因素，較不能顯現出進步的具體行為。研究者依據研究過程及結果提出討論及建議。

　　　　　The purposes of the research were as follows: 1.to develop a tool that includes 4 phases to measure students’ science attitudes, 2.to find out if the levels of change in students’ science attitudes are statistically significant in the aspect of pre-&post-test, 3.to probe students’ performance on science attitudes. In the research, the researcher developed a tool of “Science Attitudes Scale” based on “Grade 1-9 Curriculum Guidelines.” There were 31 forth graders for sample in the study. The researcher used quize-experimental approach. The researcher planed an out-door science curriculum that was applied for the experimental treatment, and pre- and post test were used to calculate statistically significant. Beside survey data, additional qualitative data were collected, which included videos tapes, cassettes tapes, documents. The quantitative results have shown that students’ performance on the attitudes of “enjoying Inquiry,” “enjoying of discovery,” “curiosity” are significantly differences while the phase of the “accuracy” is not. The qualitative data have shown that most of the students have very positive, scientific and objective attitudes in science learning. Discussion and suggestion are stated at the end of this report.