本研究旨於探討國小五年級學童，在閱讀一本「生物腐化」相關繪本後，學童的想法類型組合脈絡與趨向。研究對象為中部某國小五年級二個班之學童，先經雙層診斷工具及自行開發之開放性問卷施測此63名學童，再選取半結構式晤談對象20名。研究方法主要採取質性研究。以立意取樣，依所佔比率選取各「生物腐化」想法類型之個案。研究者分別於繪本閱讀前、後、及一個月後進行三次的半結構式晤談。分析學童的想法類型脈絡及趨向。研究結果發現:想法類型組合脈絡有「想法維持」、「想法回復」、「想法合併」以及「改變持續」四類。學童具有生物腐化想法屬於「自然因素」、「物理因素」者，在閱讀繪本後，這些想法產生改變，但改變無法持續。「動物消費」想法類型者，在閱讀繪本後，這些想法產生改變，但改變較能持續，這些學童多聚焦於繪本中包含動物的頁面。各想法類型者有過半的比例，在閱讀繪本後，其想法沒有產生改變，這些學童多聚焦於繪本的情節。研究結果期能提供科學繪本設計者以及未來研究之參考。

The objective of this study was to explore primary students’ conceptual trend about decay before reading, after reading and one month after reading a decay picture storybook. Subjects were 20 fifth graders selected from elementary schools located in central Taiwan. The Students’ ideas about Decay Task was developed by a group of science educators and primary teachers. The construct and content validity of the task were established through the expert opinion of a group of a science teachers, science educators, and ecologists. The semi-structured interview task was used to interview students before reading, after reading, and one month after reading a decay picture storybook. All interview were audio taped for subsequent analysis. Interview data were coded and analyzed by a science educator and a graduate student independently, and an inter-rater reliability of 92% was achieved. Resulted showed that students tended to employ the following four major approached to resolve the incongruence between their original ideas and other ideas. First, they may retain other ideas and then recover back to their original ideas. Thirdly, they may recombine their original ideas and be scientific ideas. Finally, they may try to change to the other ideas and to abandon their original ideas. Primary students’ conceptual trends about decay were “holding trend”, “dropping trend” and “retaining trend”. Recommendations were made for science education research and practice.