本研究目的在研發提升學童科學本質能力指標表現的天氣變化「科學探究」與「科學故事」教學模組，並透過實驗教學評估此兩種教學模組對國小中年級學童科學本質能力指標表現之影響。本研究依據相關文獻，將科學本質能力指標解讀為「能力」與「信念」兩部份。而學生對科學本質能力指標的表現情形，在「能力」的部份，由教室觀察、實作晤談、與實作評量等來蒐集。至於「信念」的部份，則由教室觀察、實作晤談等來蒐集。實施「探究」教學模組的對象為某國小三年級下學期的學生。而實施「故事」教學模組的對象為某國小四年級上學期的學生。本研究結果顯示所開發之兩種教學模組，大部分都能提升學童科學本質能力指標的表現。所以，本研究建議科學教師發展以科學本質為基礎的科學探究教學模組，讓學生在活動中，體會科學的真正本質。另一方面，老師可以透過科學故事引導學生了解科學家從事科學探究的過程，來提昇學童對科學本質能力指標的表現。又有鑑於科學本質能力指標的解讀有其爭議性，所以建議學者與教學實務者能針對科學本質能力指標提出一致性的解讀，以落實提昇學童對科學本質能力指標表現的教學。

This study describes the design and evaluation of “scientific inquiry” and “scientific story” instructional modules using weather change to promote students’ performance on the “capability indexes of the nature of science”. According to related literature, the author suggests that the “capability indexes of the nature of science” have two components: “ability” and “belief”. Documentation of the students’ ability was collected through classroom observation, performance interviews and performance assessments. The students’ beliefs were documented by classroom observation and performance interviews. The participants were grade three and four students from two primary schools for the “scientific inquiry” and “scientific story” instructional modules respectively. The study found that both instructional modules could promote the students’ performance on the capability indexes of the nature of science. Therefore, this study suggests that science teachers can design “scientific inquiry” instructional modules based on the nature of science, letting students realize the real nature of science from activities. In addition, teachers can guide students to understand the scientific inquiry process of scientists through scientific stories. Because interpretation of the capability indexes of the nature of science is controversial, this study also suggests that scholars and science teachers can propose consistent interpretations regarding the capability indexes of the nature of science. Based on these consistent interpretations, teachers can implement science teaching to promote students’ performance on the capability indexes of the nature of science.