本文採用精英訪談方式，針對臺灣十二位學術精英從事深入訪談，藉以探討其對我國科學教育現況以及提升學生科學素養途徑的看法。本研究訪談所獲之資料經轉錄後，依據歸納分析法，一方面檢視逐字稿從事分析，並在過程中持續撰寫暫時性主張，且於分析歸納的進行過程中，修正改寫結論。綜合本研究之主張，台灣社會的教育環境中對實踐科學素養的有利與不利因素包括：(一) 普遍充斥迷信而不理性的行為，不利於國民科學素養的提升；(二) 在中西文化間，就探究自然事理中所具之基本假定及使用的方法有所差異，乃對科學學習產生了影響；(三) 臺灣學校教育普遍為升學考試而準備，以致學習多為片段性知識，缺乏過程技能、基本原理及情意目標之養成，乃使知識與日常生活脫節；(四) 我國國人先天智力優良，且家長普遍注重子女教育，教師負責盡職，為提昇國民素質之有利因素。至於在提升國民與科學相關的知識與能力之道為：(一) 科學教學要提供學生舉出另類答案的機會，藉由從事思考的歷程，培養其從事合理推理的能力；(二) 科學教育需培養學生對科學的好奇、興趣、態度、以及人文價值觀；(三) 科學教育應培養學生解決問題的能力，並強調探索與合作學習以及終身學習的重要性；(四) 科學教育內容需協助學習者明瞭基本的科學現象、原理與理論，可藉實驗、動手操作及媒體教學，使得學習內涵具體化；(五) 讓國民能從多元化的非制式教育途徑學習科學新知；能看得懂報紙上的相關新聞，能用口語將自己的想法表達清楚，讓跟他對話的人了解他的想法。文末，作者並對我國培養國民科學素養的相關社會文化因素做深入的省思與檢討。

International science education community has oriented the attention to the impact of socio-cultural factors on the effectiveness of science learning. However, such efforts have seldom done in Taiwanese society. Therefore, this study used interview methods to collect data from 12 elites about their views of the contemporary educational environment and the strategies to enhancing the scientific literacy in Taiwanese society. The findings show that elites claimed Taiwanese people to be super-stitious and irrational; the different way to see the nature from the western world also plays as one of the factors to influence science education. Since science education in school has served for the pre-paration for the entrance examination, students memorized the factual knowledge instead of the useful learning skills in their daily life context. However, elites especially mentioned the intelligence of local people and the social values in education were the strengths in promoting science education. Ac-cording elites opinions, five suggestions were summarized for enhancing the scientific literacy in Tai-wan through creating learning atmosphere for (1) inducing alternative thinking framework, (2) mo-tivating their curiosity, positive attitudes, and value in science learning, (3) nurturing the problem-solving, co-operative, and life-long learning abilities, (4) facilitating students understand the basic scientific principles and theories by means of experiments, hands-on activities, and multi-media, and (5) communicating their own scientific thoughts clearly based on the information from informal edu-cation channels. In the last, the author retrospects on the discrepancy of sociocultural factors between western and Taiwanese society and proposes the suggestions for future science education in Taiwan.