本研究旨在探究國小教師奈米科技教學所使用的教學策略。研究者收集並分析國小奈米科技共78份教案，以及質性訪談10位、來自五區參與奈米科技人才培育計畫的國小種子教師。研究發現，奈米科技的教學資源豐富，教學科技策略使用最多；由於奈米科技的抽象性質，教師重視操作的教學策略；且探究教學策略在近幾年的教案中有增加的趨勢。而在教師決定教學策略時，會視奈米科技概念性質而選擇教學策略、學習社群的建立與種子教師培訓課程也會支持教師變化教學策略、課後奈米科學營與社團教學更常運用探究策略與操作策略，讓學生深入探究。此外，隨著種子教師奈米科技內容知識的增進，會促進教師運用多元的教學策略。研究者建議必須有系統的介紹奈米科技以及多元的教學策略，才能有效的促進教師教學策略觀點的改變，以學生為中心的教學策略來進行奈米科技教學。

The purpose of this study was to investigate the nanotechnology instructional strategies in elementary school by analyzing the instructional strategies of 78 teaching plans and interviewing 10 teachers from five districts of the K-12 Nanotechnology Education Program. The findings indicated that there were rich teaching resources for teachers to teach nanotechnology; teachers used instructional technology strategies the most in teaching nanotechnology; besides, because of some abstract concepts of nanotechnology, teachers emphasized on manipulation strategies; and inquiry strategies increased in recent years. However, the selection of instructional strategies depended on the implementation of teaching nanotechnology concepts. Furthermore, the teachers' professional learning community and interactions with scientists and professors of education supported the teachers' adjustment of instructional strategies. In order to have students investigate deeply, teachers selected inquiry and manipulation strategies more in nanotechnology science camps and science clubs. Besides, the more content knowledge on Nanotechnology developed by teachers, the more multiple instructional strategies they used. Finally, the researcher suggests that in order to help teachers transform their ideas of instructional strategies and teach Nanotechnology with student-centered instructional strategies, Nanotechnology and multiple instructional strategies should be systematically introduced.