一九五七到一九七○年代，可謂美國中小學科學課程改善與增強運動之輝煌時代。由這運動所研究出來的新科學課程模式，不但為美國之科學教育產生新里程，甚至帶動全世界之中小學科學課程之改革潮流。 在所有研究出來的小學新科學課程之中，以科學之歷程研究 (SAPA) ；科學課程改善研究 (SCIS) ；及小學科學研究 (ESS) 等三種模式最受歡迎，廣被美國許多小學採用，其他國家亦大多模仿採用這三種模式。我國目前小學所採行之科學課程即大部份取材模仿自這三種科學課程。 筆者不崙固陋，以粗淺之科學知識，生硬之英文，嘗試略述美國小學新科學課程中之科學歷程研究 (SAPA) 模式之學說背景，此課程模式之模概，應用此課程模式之教學活動及技術等。不妥之處必多，尚祈方家指正。

Science--A Process Approach (SAPA), Science Curriculum Improvement Study (SCIS), and Elementary Science Study (ESS) constituted an important movement for improving and strengthening secondary school and elementary school science curricu- lum in the United States from 1957 through the 1970s. The movement had world-wide influence. These three science curricula were the most frequently adopted by schools in the U.S. and throughout the world. The major portion of the new elementary sci-ence curriculum in Taiwan, Republic of China, was derived from SAPA, SCIS, and ESS. This introduction to SAP A is based upon my knowledge of science education generally. I have tried to present the behavioristic learning model which underpins the program, Gange's rationale for the process approach in science teaching, a brief description of SAP A, a definition of the primary process skills and the process-oriented science teaching activities and techniques used in elementary schools.