本研究目的題職由行動研究的方式，於職前國小教師培育課程中融入真實的科學探究，培育職前國小師資具備從事真實性的科學探究活動能力。研究對象為中部地區某師範院校自然科學教育學系的二48位職前國小教師，經由修習大二必修「自然科學概論」學年課程的學習，以期能提昇職前國小教師科學探究能力。 研究者將真實的科學探究活動融入大二必修「自然科學概論」課程中。中部地區某師範院校自然科學教育學系大二48位職前教師，經由參加研究之硬士班研究生以情境學習理論為基礎（situated learning theory），培育職前教師真實的科學探究能力。研究者分析教室觀察、訪談紀錄與學習者之學習歷程檔案，評估其成效，以發現可能存在的問題並加以修改，並找出職前教師有關從事真實的科學探究活動知能成長的過程。 研究結果顯示：職前國小教師培育課程中融入真實的科學探究，讓職前教師具有與真實性的科學探究探究能力，經由碩士班研究生的協助下，逐漸的成長。情境學習理論（situated learning theory）為基礎之模式，可用來培育師院生真實的科學探究能力。如何協助師院生具備真實的科學探究的指導能力，仍待第二年繼續研究。

　　　　　Thhe purpose of this study was to investigate how college students learning to do student-driven authentic science inquiry alongside two skilled and experienced practitioners in undergraduate introductory science. An action research approach with emphases on situated learning approaches was used. Forty-eight college science major students were involved in this study. Data collected from field notes, videotaped sequences of interactive classroom situation, students' portfolio and transcripts of interview were analyzed in detail. Results indicted that engaging in authentic science inquiry set in realistic contexts stimulate college students to make progress in posing the problem to be investigated, formulating the hypothesis to be tested, designing their own investigations, working with empirical data, interpreting and discussing with results, and communicating and presenting their science practical work with classmates. It was concluded that situated learning approach could help college students learning to do authentic science inquiry. Further research and limitations will be discussed.