基於資訊社會的進步與大眾傳媒的普及，學生不僅學習的型態逐漸發生改變，更需不斷因應與日俱增的科技社會議題。因此尋求一種能夠即時、更新、成長之學習素材來促進科學學習，勢必更加地重要。其中，「科學新聞」是生活中最容易取得的即時題材，不僅是許多社會性科學議題的載體，更具備跨領域文本的特質。鑑此，本研究旨在以科學新聞文本為對象，一方面透過科學教育及新聞學之理論基礎，探討科學新聞文本的意義向度；另一方面則嘗試分析學生及專家對於社會性科學議題之解讀差異，以作為後續研究與教學應用的基礎。在研究設計上，本文以基因改造食品的科學新聞報導為題材，深度訪談 20 名不同學院之大學生，以及三名不同領域之專家（分別包括社會學、科學及傳播學三個領域），比較兩者在意義知覺上的差異。研究結果發現，學生在該議題的意義知覺上，主要呈現出包括「社會脈絡」、「科學知識內容」、「訊息性質」及「價值關懷」等四個類別上的忽略。這些忽略將嚴重地影響學生對於一則科學新聞的意義解讀，亟需在往後的教學設計中加以考量與改進。

In the past few years, mass media has had more and more importance during the science learning within our informative society. Students not only have to adapt to changing learning styles but also need to deal with numerically growing socio-scientific issues. These conditions make it more and more imperative for us to search for immediate, renewable and developmental materials in order to improve science learning. Because of its interdisciplinary features, science news may just be the most accessible and prevailing medium. As previously discussed, this study plans to explore the meaning of the different dimensions of science news. We plan to do this by focusing on literatures that review science education researches and communication theories. We have also monitored and interviewed students and experts on the topic of science news (about GMO issue). These subjects consisted of 20 non-science major college students and three experts (college professors with sociology, science and journalism major separately). The results showed that there were four types of omissions among the students'' monitoring processes. Students tended to ignore the “social contexts”, “science content knowledge”, “informative sources features” and “ultimate concern” when they reasoned the meanings of socio-scientific issues. Based on the results, several pedagogical implications can be draw from this study.