摘要：本研究目的主要在修訂及應用凱利方格技術晤談法，探討一位個案國中生物教師的科學本質觀點。凱利方格技術晤談法為一半結構晤談法，其進行依著－定的步驟，但給予被晤談者相當彈性的範圍。因此一方面研究者能有效的掌控晤談結果的效度，一方面能依被晤談者的理念架構深入探討其對科學的觀點。 修訂後凱利方格技術晤談法的進行步驟如下，首先，準備晤談資料元素供進行晤談使用，然後在晤談過程中儘量引出被晤談者的構念，再由被晤談者將其構念分組及排列成構念圖，每個構念圊代表被晤談者對科學本質的觀念架構。 本文發表一位個案教師(張老師)對科學本質的構念及構念圖，並討論其觀點。張老師從「科學的功能」、「科學永遠是對的嗎？」、「科學是可以學的」、「科學是科學的」、與「如何才能科學化」五個向度來看科學。整體來看，張老師強調證據對科學理論的決定性、否認社會心理因素在科學發展造成的影響。另外，本文提出使用凱利方格技術晤談法的建議。

　　　　　This research was conducted to modify and employ Kelly's repertory grid technique, investigate the views of science of a biology teacher. Kelly's repertory grid technique is a kind of semi-structured interview which proceeds with a fixed series of steps, but allows some flexibility for interviewee. The interview runs as follows. Interviewers begin with elements as the subject for interview, elicit as many constructs as possible during the course of interview, and ask interviewees to group and map their constructs. Each construct map indicates a structure of views on the nature of science. This article reported a biology teacher's constructs and construct map. She presented her views of science in terms of five maps, namely, The function of science, Is science forever right, Science is reachable, Science is scientific, and How can be scientific. She emphasized the critical power of empirical evidence over science theories and denied the socio-psychological effect on the development of science. This article concluded with suggestion on the use of Kelly's repertory grid technique.