從認同的觀點探討少數族裔及女性學生的科學學習，是近年來的研究趨勢。本研究聚焦於太魯閣、阿美與漢族國小學生科學學習認同之比較，進而探討族群差異在科學學習認同中的意涵。研究採問卷調查方式進行，研究對象為花蓮縣27所國小四到六年級共1,227位學童。研究工具為自編「國小學生科學學習認同問卷」，包含有四個面向：科學參與、科學意象、對科學意象的回應、以及天生特質。研究結果顯示，國小階段原住民學童的科學學習認同並不比漢族學童差，甚至部分面向還比漢族學童高。太魯閣族學童不僅在整體總分與「科學意象」高於漢族，太魯閣與阿美族學童的「科學參與」也高於漢族學童。此外，儘管同屬原住民族，阿美族與太魯閣族學童的科學學習認同並不相同。在性別方面，女學生的科學學習認同高於男學生，阿美族女生較同族男生的科學學習認同高，其他族群的科學學習認同未見性別差異。整體而言，本研究彰顯出學生建構科學學習認同歷程中，族群文化具有的影響力與獨特性。建議未來研究在探討原住民族科學學習或進行原漢比較時，正視原住民各族文化之個殊性，避免在「原住民」的大架構之下，忽略了族群間的差異性。

Investigating the minority and female students’ science learning from the perspectives of identity is important recently. The purpose of this study is to compare the primary students’ identity as science learners among Truku, Amis, and Han, and to explore the meaning of ethnic difference of identity as science learners. Questionnaire survey was applied, and there were 1,227 4th to 6th grade students from 27 primary schools responded to the questionnaire. The questionnaire named ＂Primary Students＂ Identity of Science Learners’ includes four faces: engagement, imagination, alignment, and nature. The results showed that indigenous students have positive identity, even better than Han students in some faces. Truku students’ identity was higher than Han students’ in the total score and the face of ＂imagination.＂ In the face of ＂engagement,＂ Truku and Amis students showed higher identity than Han students. The students with different ethnicities got various identity although they are all regarded as indigenous people. Besides, the girls got higher identity than the boys. Gender difference of students’ identity existed in Amis, but not in Truku and Han. As a whole, this study reveals the cultural influence and particularity during identity construction, and it is suggested that both cultural influence and particularity should be paid highly attention in the future studies. Cultural differences should not be ignored under the big umbrella named ＂indigenous people.＂