本文從現行國自然科教材「生物」概念之內容，探討原住民學童對「生物」概念 之理解，結果顯示： (1). 原住民學童的「生物」分類架構與現行自然科教材的生物分類架構不同。 (2). 原住民學童的「生物」概念未見隨年齡升高而發展。 (3). 原住民學童的迷思概念大都源自語言與認知因素的影響。

　　　　　The purposes of the study was to make an analysis of the concept of "living organisms" in current elementary science text in the Republic of China and to examine the conceptions about it by aboriginal school children. The results showed that: (1).The hierachical categorization by aboriginal school children was not the same as that of the science text. (2).The sophistication of concept development with age was not found. (3).The linguistic and cognitive factors were the main roles in forming the alternative conceptions.