本學習係從地方本位教育的觀點，邀請原住民部落國小教師分別組成專業學習社 群，經由參與瞭解原住民地方特色與自然科學的關係，發展地方本位課程以促進學童科學 學習；並藉課程發展，培養科學教師多元文化觀點之專業發展。過程採質性取向，資料收 集期間歷時八年，參與教師十餘位，但只以其中三位報導。結果發現在原住民族傳統知識 的探究上，無論廣度與深度都比預想困難許多；在課程設計與實施上，原住民知識確實在 地方本位課程中造成影響；西方科學與原住民知識之整合課程可提高文化認同與學習效 果；教師和耆老的協同授課方式有助於教師專業發展。在教師多元文化專業發展與信念改 變上，經由參與、溝通進而瞭解，可促進教師信念改變，尤其在尊重多元文化的觀點上， 都有明顯的改變；而教師的資深經驗是執行地方本位教學的利基，但也可能會阻礙改變。 在推動教師專業發展方面，誠懇的態度、持續不斷的互動，或推動教師在職進修，會是有 效的策略。

Based on the perspective on place-based education, this study invited elementary science teachers in indigenous tribes to form professional learning communities, and develop placebased curriculum to promote studentsʼ science learning by comprehending the relationship between indigenous local culture and natural science. In the process of curriculum development, multi-cultural professional development of science teachers was also cultivated. A qualitative approach was adopted to collect data for eight years, and three participants from dozens of teachers are reported. The finding showed that: 1. The width and depth of indigenous traditional knowledge are difficult to investigate; 2. Indigenous knowledge does have an impact on placebased curriculum; 3. Curriculum integrating western science with indigenous knowledge can help students to achieve a better cultural identity as well as promote their science learning; 4. Team teaching of teachers and the elderly can also promote studentsʼ science learning. Participating, communicating as well as understanding are effective ways of changing teachersʼ beliefs, especially from the perspective of respecting different cultures. Teachersʼ senior teaching experiences are found to be advantageous or disadvantageous to their belief change. For promoting teachersʼ professional development, sincere attitude, continuous interaction as well as in-service teacher education are effective strategies.