臺灣特殊教育職前師資培育並未強調科學教學的訓練，然在職場任教時，卻需擔任集中式特教班的自然科學教學工作，再加上目前在職特教師資訓練方案尚處於開發階段，實有必要發展專屬於特殊教育教師科學教學專業的進修方案。因此，本研究旨在透過個案研究，探討五位國小集中式特教班教師參與科學探究專業成長方案的專業知能改變與歷程，期待研究結果能作為未來規劃集中式特教班科學課程教學進修方案之參考依據。本研究的資料分析採跨個案分析、持續比較法，方案內容強調「使用引導式探究材料、對應問題的解決策略，以及跨自然領域的教師社群」，形式包括「自然科學一日工作坊、範例課程、與自然專家諮詢討論、研究者的個別指導」。方案時間持續一年半，蒐集的資料包含專業成長會議的錄音、教學影片、各類文件資料、訪談逐字稿、教師日誌與研究者日誌。研究發現，五位特教班教師在參與成長方案前的自然課樣態多是講述法。實施探究教學初期，他們只能倉促地完成探究教學步驟，且發現一般性教學與評量問題；在成長方案介入後，他們不但逐漸改變自己對探究教學的概念，而且提高了探究教學的技巧和流暢性，隨之帶動了特教生的參與動機，也為學生建立起異同比較和討論的探究過程技能。然而，即便如此，個案教師仍欠缺引發學生提問與預測的探究教學技巧。最後，研究者提出「跨領域的教師社群組織、教學範例、教學模板」，都是成長方案中影響特教教師學習科學探究教學的重要鷹架。

Purposes: Nationally, preservice teacher education does not emphasize training related to science teaching. However, when teaching in self-contained special education classrooms, teachers must teach science. Furthermore, current in-service teacher training programs are still in the developmental stage; therefore, professional science teaching training programs must be developed for special education teachers. Methods: This study adopted a case study methodology to explore the professional knowledge transformation and progress of five special education teachers in self-contained classrooms; the teachers were determined to participate in a scientific inquiry professional development program. Data were analyzed through cross-case analysis and a constant comparative method. This program emphasized the use of guided inquiry teaching materials, corresponding problem-solving strategies aligned to teachers' problems, and a cross-disciplinary science-based teacher professional learning community. The program consisted of a Natural Science Curriculum day workshop, models of curricular implementations, consultations with science education experts, and individual guidance from the first author/researcher. Data were collected over a one and a half year period and included professional development meeting records, teaching video clips, various other documents, interview transcripts, teaching self-reflection logs, and researcher notes. Results/Findings: The results of study are outlined as follows: Before participating in the professional development program, the five special education teachers typically used a narrative or lecture approach to science teaching. In the initial stages of implementing inquiry teaching, the teachers performed the teaching steps of inquiry teaching hastily, resulting in general teaching and assessment problems. After the implementation of the professional development program, the teachers not only changed their concepts of inquiry teaching but also enhanced their inquiry teaching skills and teaching fluency. This change in teacher conceptual knowledge and skills resulted in an increase in the motivation and participation of students with significant cognitive disabilities; this increase further enabled students to develop the ability to compare similarities and differences and discussion skills related to inquiry processes. However, the participating teachers still lacked the inquiry-based instructional skills of guiding students' questioning and prediction skills and needed to improve it continually. Conclusions/Implications: After participating in a scientific inquiry professional development program, five special education teachers demonstrated the characteristics of inquiry teaching and facilitated their students’ learning participation and some inquiry skills, such as observing, operating, comparison and discussing. Our study proposes the organization of cross-disciplinary teacher professional learning communities, models of curricular implementations, and teaching templates as essential scaffolds for positively influencing special education teachers in professional development programs in effectively developing skills for scientific inquiry teaching. A few suggestions related to in-service programs and future studies are specified based on the findings of the study. The results of this study can serve as a reference for the future planning of science teaching professional development programs for special education instructors teaching in self-contained classrooms.