本研究鎖定小學階段的生活課程及自然與生活科技學習領域，帶領38 位職前教師在原住民學校發展連結原住民文化與現行科學課程的課程方案。經過專業培訓與課程設計討論，共發展六個課程方案，其後將課程方案付諸實踐，並透過評鑑了解原住民學童在課程方案中的學習情形及原住民學生對課程的意見。透過先前的理解、專業培訓、課程設計、課程實施與課程評鑑等研究歷程發現：原住民文化資產與科學智慧融入學校科學課程是可行的，學生對課程主題較能掌握，也對該課程有高度的喜好；貼近學生生活經驗運用生活周邊的素材，能有效引發學生投入探究科學原理並建立自信；故事、歌謠、在地化素材的運用與強調動手做與實地體觀察的課程是發展融入原住民文化的科學課程之重要途徑。最後，提出未來發展融入原住民文化之科學課程發展策略與研究建議。

This paper discusses an experiment which took place in an aboriginal elementary school, focusing on the Life Curriculum and Science and Technology classes. The experiment involved 130 aboriginal students and 38 pre-service teachers who connected aboriginal culture to the existing science curriculum. After undergoing training and extensive discussion about curriculum design, six major curriculum projects were developed and subsequently carried out. The project also involved evaluation aimed at understanding students study experiences during the project, as well as student reactions to the project.Based on prior discussion and professional training, as well curriculum design, implementation, and evaluation, this research project discovered that it is feasible to integrate aboriginal cultural heritage and science wisdom into the school science curriculum. Students were able to quickly grasp the topics presented in the curriculum, and showed a high level of enjoyment in the process. Teaching materials which were closely related to students’ daily lives also inspired students to further explore scientific principles and built students’ confidence levels. Stories, folk songs, and localized teaching materials and the “hands-on” curriculum acted as an important channel for introducing aboriginal culture into the science curriculum. Finally, this paper also raises some development strategies and research questions related to the integration of aboriginal culture into the science curriculum.