融入多元文化觀點於科學課程之中，是近代科學教育改革的重要方向之一。本研究檢視國小自然與生活科技領域教科書內容，分析多元文化圖像在書內出現的次數、比例和潛存的訊息。選擇國內常用的C版（匿名）2012年三到六年級，共計8冊為研究材料，依據性別、課程內容地區屬性和族群文化生活，進行圖片次數和文字意涵之分析。整體看C版教科書的內容，在形式上符合多元文化教育關切的圖像平衡。但，依年級分析時，結構上存在著性別、地區報導和族群文化的不平衡現象，在高年級階段，教科書的內容傳遞出科學是男性的、是源自西方的、是主流群體的訊息，違反科學是全民的訴求。建議教科書編輯群，應結合本地科學教育研究之成果，融入在地科學家的研究發現成果，以及本土科學知識、概念和族群文化智慧於教科書之中，以能將多元文化教育落實於科學教育之中。

Integrating multicultural perspectives into science curriculum has been an important focus in recent science education reforms. This study examines the content of science and technology textbooks used in elementary schools, and analyzes frequency, ratios and hidden messages of multicultural images. Version C (anonymous), consisting of a total of eight textbooks commonly used in 3rd to 6th grade in schools in the country were chosen to be used as research materials for this study. Frequency of image occurrence and meaning of texts were analyzed in accordance with how they related to gender, regional attributes of course content, and ethnicity and culture. Results showed that in terms of form, the overall content of Version C textbooks satisfied concerns for balanced images in multicultural education. However, grade level analysis showed lack of gender, regional, and ethnic and cultural balance in the structure. Particularly in the upper grades, textbook content clearly conveys the message that science is a field for male, that it originated from the West, and that it is mainstream, going counter to the goal of making science for everyone. To achieve multicultural science education, it is recommended that textbook editors integrate the findings of local science education studies with the research results of local scientists and locally obtained science knowledge, concepts and native cultural wisdom into textbooks.