本研究從地方本位教育的觀點，探討地方性的自然史博物館教育方案之實踐。本研究採用質性研究方法，以四個設置在國中、國小的市、縣自然史教育館為研究對象。由於自然史教育館為公立部門，因之自然史教育館的行政組織與使命也一併探討在內。
本研究以「地位與角色」的概念歸納自然史教育館在地方上的作用。整體而言，四個自然史館實施地方本位教育，於地方發揮了各具特色的作用，宜蘭羅東館於志工的費心培育與運用，充分發揮「蘊育」自然學家（博物學家）的角色；嘉義新港館具有「填補與傳承古笨港歷史與人文」之角色；臺南左鎮館以典藏與推廣當地出土化石與平埔族之西拉雅族群文化，扮演左鎮「地方之窗」的角色；位於墾丁國家公園內的屏東墾丁館，於所在地區自然生態維護的位置恰如「織錦拼布中的一塊」。
自然史教育館之行政與組織以親子關係作譬喻，自然史館是在政府正規與非正規教育體系「撫育」下成長，為「被寄養、領養」之角色：1.教育部為經費主要提供者，2.科博館於博物館專業上對自然史館兼具督導、輔導之責，3.自然史館與「寄養學校」存在著行政層面關係，運作因校長、主任職務的異動出現「一朝天子一朝臣」現象。此外，自然史館於被撫育的同時也受到掣肘。
自然史館的使命與實施地方本位教育三大軸面之結論如下：
一、自然史教育館使命側重在教育，此為館的名稱、館的規模與能力使然。
二、教育方案之實踐顯現出「因地制宜」現象，同時也呈現出「學校取向」與「博物
館取向」；實施內容側重於地方本位教育範疇中的「自然史探究」。
三、各自然史館於結合地方人力資源方面，以對志工之運用最為用心；與社群機構
間，存在有長期夥伴或單次活動合作之關係；能與地方藝師、工作坊之連結，具
闡揚地方民藝習俗之效。
四、各自然史館或以其館藏、常設展或具體生態維護行動參與地方；惟走出館外「參
與地方事務」此一範疇乃自然史館較為忽略的一環。
五、各自然史館遭遇的共同困難為博物館專業以及行政與組織之定位問題。
整體而言，各自然史館透過教育方案之實施，運用來自中央政府的經費，在地方扮演「資源轉化器」分享角色；期許於志工人力資源方面，除現有的「標的站」角色，也能兼具「轉運站」角色，積極服務與參與地方。

From the viewpoint of place-based education, this research investigates the realization of educational programs by local natural history museums. Qualitative research methodology is used in conducting this research. Subjects investigated in this research include four natural history educational museums, which are operated by municipal junior-high or elementary schools. Since natural history educational museums are government organizations, this research also examines their mission and the way they are administrated.
This research sums up the functions served by the natural history educational museums for the local communities with the concept of “status and role”. Generally speaking, the four natural history educational museums carry out place-based educational projects each with its own unique features. Yi-Lan Natural History Educational Museum specializes in volunteer training and utilization, effectively playing the role of a naturalist “cultivator”. Chia-Yi Natural History Educational Museum has taken a role in discovering and preserving the Old Ben-Gang heritage. Tai-Nan Natural History Educational Museum, with its collections of fossils excavated locally and Si-La-Ya Tribe artifacts of the Ping-Pu people, has become a window to the Tsuo-Jenn region. Ping-Dong Natural History Educational Museum, located in Kenting National Park, like a small piece of a quilt, has assumed the position for local ecosystem preservation.
The administration and the organization of natural history educational museums are like those in a parent-child relationship. Natural history educational museums grow under the “nurture” of both formal and informal education systems, with a role of “being fostered or adopted”:1. Funding mainly comes from the Ministry of Education. 2.With its expertise on museum management, National Museum of Natural Science (NMNS) supervises and directs natural history educational museums.3. There exists a significant administrative dependency between a natural history educational museum and its “adoptive school”. The operation of the museum could be affected or even disrupted with assignment changes of the school principal or a school director. Furthermore, natural history educational museums are hindered as well as being nurtured.
On the mission of natural history educational museums, and on the three main aspects of place-based education, we conclude as follows:
1. The main purpose of a natural history educational museum is education, a natural result
from its name, scale and capability.
2. The implementation of educational projects appears to be “place specific”, and the
project types varying from “school-oriented” to “museum-oriented” .The educational
projects emphasize “natural history exploration” of place-based education.
3. In engaging with local human resources, the most proficient is the utilization of
volunteers. Working with local organizations has mixed results, ranging from long-term
partnerships to one-time-only corporations. Involving with local folk artists and art
studios can have the most place-specific results.
4. While natural history educational museums engage local communities with their
collections, exhibitions and environmental protection programs, “Induction into
Community Processes” remains an area ignored by most.
5. The common challenges facing all natural history educational museums are the need for
museum operation expertise and the museums’ conflicting administrative status and
ambiguous organizational position.
Overall speaking, through the implementation of educational projects, natural history educational museums funnel central government funding to the local communities, playing the role of “resource transformers”. It is our hope that natural history educational museums, with volunteers’ outreach efforts, can all involve in local community affairs, engaging as final “receiving stations” , as well as the “transformer stations” .