臺灣四面環海，海洋資源豐富，如何增進國小學生對海洋的認識與海洋生物多樣性的瞭解，是推展海洋教育與生物多樣性教育的重要課題。本研究之目的，在探討國小四年級學生接受潮間帶生物多樣性教學活動的學習成效。研究對象為國小四年級學生二班，分成實驗組與對照組。實驗組學生實施潮間帶生物多樣性教學活動，對照組學生則進行一般水中生物教學活動。研究工具包括：1. 「潮間帶生物多樣性概念成就測驗」(有 26題，KR21=.68)；2. 「水中生物學習成就測驗」(有 30題，KR21=.81)；及 3. 「潮間帶保育態度量表」(有 24題，Cronbach’s α=.88)。研究結果發現，實施潮間帶生物多樣性教學活動後，1. 增進學生在潮間帶生物多樣性概念的學習表現；2. 提升學生在水中生物單元的學習表現；3. 促進學生潮間帶保育態度的正向表現。

The approach to enhancing understanding of marine biodiversity for elementary school pupils is a significant issue for marine biodiversity education. The purpose of this study was to evaluate student-learning performances gained from biodiversity teaching activities at intertidal zone for 4th graders. This study used a quasi-experimental design with 2 classes: students in the experimental group were given biodiversity teaching activities at intertidal zone and aquatic animal teaching activities, whereas the control group received only aquatic animal teaching activities with traditional instructions. Three research instruments used in this study comprise: “Marine biodiversity at the intertidal zone” learning achievement test (KR21=.68); “Aquatics” learning achievement test (KR21=.81); and attitudes toward environmental conservation of the intertidal zone questionnaire (Cronbach’s α=.88). The chief findings of this study were: (1) students in the experimental group performed favorably in these learning activities on the marine biodiversity at the intertidal zone; (2) students in the experimental group received higher scores on the “Aquatics” learning achievement test compared to the students in the control group; and (3) students in the experimental group showed more positive feedback on attitudes toward environmental conservation of the intertidal zone.