本研究以 「科學態度測驗」(SAT)為研究工具，探索我國職前及在職生 物教師之科學態度素養概況。資料分析的結果顯示，SAT的內部均質性信度值為 0.66，較一般研究所發展的態度量表之信度略低。組成SAT之六項態度成分之區 別性效度(Discriminant Validity)十分恰當。研究結果顯示，職前生物教師的科學態 度素養顯著優於在職生物教師(p<0.01)，另外，在SAT之六項態度成分中，職前 故師之AC-1、AC-3和AC-5三項態度成分的素養亦均優於在職教師。就在職教 師而言，主修生物之教師，，科學態度顯著優於非主修生物之教師(p<0.05)，在 AC-1、AC-2和AC-5三項態度成分亦有相同情形。一般而言，生物教師之科學態 度素養並不因性別的不同而異，惟職前教師部分，則有女生優於男生的現象。此 外，相關研究額于，科學態度(SAT與生物敬材能力(BSCD、封科學的本質的了解 (UNSI)、生物探討技能(BISI)三項教學能力之間，有中度相關存在。科學態度較 佳的教師，其三項相關教學能力之成就亦較佳。

　　　　　The Scientific Attitude Test(SAT) was used to explore the science attitudes ofpre- (seniors) and in-service biology teachers. The internal-consistency reliability ofthe SAT was 0.66, a value which is slightly lower than those of the attitude scalesreported in the literature. Data analysis showed that the discriminant validities ofthe six attitude components subscales (AC) were adequate and satisfactory. The results of the study indicated that preservice biology teachers scored significantly higher on the SAT than inservice teachers (p<0.01). This finding was alsofound in three of the six attitude components subscales, namely, AC-1 (Objectivity),AC- 3(Respect for evidence), and AC-5 (Open-mindedness). Biology-major teachersscored significantly higher on the SAT than non-biology-majors (p< 0.05). Thisfinding was also found in AC-1, AC-2(Curiosity), and AC-5 attitude componentssubscales. In general, no statisticaly significant difference was found between theSAT scores of male and female subjects. While in preservice teachers, femalesubjects scored significantly higher than male subjects. The results of data analysis further indicated that moderate positivecorrelations were found between scientific attitudes and the other three biologyteaching competencies, namely, biology subject-matter competency, understandingof the nature of science, and biology inquily skills. The subjects with higher SATscores performed significantly better on BSCT, UNSI, and BISI than those withlower SAT scores.