這一篇論文探討原住民傳統知識的傳承與轉化。本研究係質化 取向行動研究方式，以阿里山新美國小2003-14 年深具特色的科學教育活動為研究對象，從中觀察鄒族傳統知識如何在現代教育場域中傳承與轉化，又如何被賦予新的知識內容。本研究發現，由於民族科學與現代自然科學屬性有其差異特質，所以傳統生活科學知識要與現代科學知識接軌，必然要經過諸多轉換的過程，而以現代自然科學知識去理解與解釋民族科學途徑，本論文初步歸納為幾種類型，即巔覆傳統型、驗證傳統型、逸出傳統型、驗證傳統及蔓延型等四種，每種類型即代表民族知識與現代科學之間的對話與辨證。另外，本研究發現民族知識接軌到現代科學的過程中，民族知識藉傳承與轉化引發許多新的知識內涵和文化意義，當然，也發現傳承與轉化的限制。

Based on the science education project from the Shinmei Elementary School in 2003-2004, we undertake to illustrate how indigenous knowledge have been inherited and transformed by the Tso People. It is discovered that in order to bridge indigenous knowledge in everyday life and modern scientific one, some processes of transformations are needed. We have arrived at four ways of dialogues and dialects: subversive, empirically verified, minimally related, and extending ones. It is significant that traditional knowledge have been enlightening and enlightened. We also discover some limitations to be addressed.