有鑑於我國正值十二年國教課程綱要研修時期，本研究欲提出國小中、高年段自然科學課程中可涵蓋的科學本質內涵之建議，故從實證哲學、科學史、科學心理與科學社會學領域的文獻及若干國家科學本質課程內容，歸納出重要的科學本質項目23項，並依其內涵區分成實證、調和與後實證觀點。分別以大慧法(Delphi technique)，收集專家學者與專門教師兩群對科學本質項目以及對國小學生學習的適合程度所持有的看法和共識。從結果分析之Kendall和諧係數可知，對科學本質觀點與科學本質在國小課程的重要性，各群內兩回問卷皆達顯著的一致性，且專家學者與專門教師在兩回合大慧法問卷，也達成顯著的一致性。相較於其他同樣以大慧法進行的研究，發現本研究達共識的科學本質項目較傾向後實證的觀點。根據研究結果，本研究提出科學本質學習項目，如：科學目的之一在解決問題、有些科學知識具有持久性而有些曾被修正、科學知識帶給人們啟示、科學家需要創造力與想像力、科學由科學社群建構而成等共10項，適合納入國小自然科學課程與教學。

This study reviewed the literature regarding positivist philosophy of science, history of science, psychology of science, sociology of science, curricular benchmarks of some countries, and articles published by Lederman and colleagues, and then generated 23 items of aspects of nature of science (NOS). Three categories representing different philosophical perspectives including positivism, post-positivism, and eclecticism were determined. By using the Delphi technique, the 23 NOS content items were inspected by scholars and teachers. Those who possessed a masters in science, science education, and science philosophy participated in the expert group, and professional elementary science teachers joined in the teacher group. There were no significant differences between experts’ and teachers’ views on the categories of philosophical perspectives and also no difference on the ranking of the importance of the NOS items according to the results of Kendall’s coefficient of concordances. As compared to other Delphi studies, the NOS aspects generated from this study comprise more post-positivist views. This study proposed 10 essential NOS aspects, such as ＂the purpose of science is to solve problems,＂ ＂scientific knowledge aims to be enduring but sometimes is subject to change,＂ ＂science inspires people,＂ ＂scientists use creativity and imagination,＂ ＂science is constructed by the scientific community,＂ etc. These NOS items could fit into the elementary science curriculum and elementary science teaching.