摘要：本文介紹一位國小教師透過自己的行動研究詮釋建構主義取向的教學策略如何在一個五年級自然課的教室內引導學生學習。這位教師在國小自然科的教學經驗至少十年以上。本研究採用質性研究的非參與觀察法。 這個例子發生在二氧化碳單元十節課中的兩節。在這兩節課中，學生在解決如何證明“汽水裡的泡泡是二氧化碳”的問題。我們可以發現教師如何應用問問題的技巧引導學生設計實驗、討論實驗的可行性，進行實驗以及詮釋實驗結果，以及學生如何爭辯及維護自己的看法的學習歷程。 這個研究說明教師如果能提供一個自由的、安全的，和舒適的學習環境，可以鼓勵兒童發表自己的看法並且主動進行對科學的探究活動；教師提供適當的問題可以激發兒童的思考；教師提供兒童在互動中對科學概念的辯論、討論和防街自己看法的機會能幫助兒童建構科學概念。

　　　　　Classroom interactions between a teacher and students in a constructivist elementary science classroom are described and arialyzed. The study took place in a fifth grade class- room taught by a teacher of ten year's experience. The teacher's understanding of constructivism was analyzed from the interactions with students using qualitative non-participant observations in two forty minute lessons dealing with a unit on carbon dioxide. In the classes, students were challenged to prove the gas bubbles in soda are carbon dioxide. The observations showed that the teacher was able to encourage students to express their own opinion and to explore their investigation by providing a free, safe, and comfort- able environment; was able to stimulate students' thinking by asking appropriate questions; and was able to facilitate students' conceptual growth by providing opportunities for students to debate, defend, and discuss their opinions.