本文旨在藉由瞭解漢語中「或」字意義的演變，探討小學科學文 本中「或」的使用情形及其語義的釋讀，進而分析「或」的多元語義 的可能起因，並討論與「或」有關之科學教與學的策略，提出進一步 研討的議題。在研究設計方面，以「或」的五種邏輯語義為架構，針 對小學科學教科書科學文本進行質性分析。研究結果指出，小學科學 文本中的「或」至少有五種語義：「兼容」、「排斥」、「等同」、 「所有」以及「兼有」等。此外，有些「或」的敘述甚至允許多重語 義：有些「或」既可被詮釋為「兼容」義，也可被理解為「排斥」義； 有些則可能兼具「兼有」與「排斥」的意義，其中，兼有「或」體現 了「與」的意義。本文特別探討「或」和「與」的混用的可能原因， 並對後續研究以及教與學提出建議。

The Chinese character ‘或’ (Romanized as ‘huo’; English meaning ‘or’) can be used in many ways, including as a noun, verb, pronoun, and logical connective. As it functions as a logical connective, at least five different semantic meanings (inclusive-, exclusive-, identical-, whole-, and both-or) have been distinguished. This paper explores the deployment and meaning variations of ‘huo’ in elementary science texts. The findings indicate that the five types of ‘huo’ are prevailingly deployed in elementary science text. Crucially, the texts consistently lack linguistic cues for teachers and readers to understand the exact meaning. Understanding the meaning of ‘huo’ depends a great deal on domain knowledge. Strategies for teaching logical connectives and topics for further investigations are proposed.