本研究運用個案研究法，長期觀察一位個案國小自然科教師，探討其（一）利用博物館教育資源的動機，（二）運用博物館教育資源能力的養成途徑，以及（三）運用與推廣博物館教育資源的面向等三項問題。 研究發現個案教師運用科博館資源從事教學之動機包括：（一）覺知到科博館豐富且多樣資源特性及其與學校課程的連結性，（二）爲滿足其個人自省與創新的需求，及，（三）先前戶外教籽經驗與能力的遷移等三方面。而個案教師則經由獨立探索，參與研習、發展及實作活動或研究計書，藉建立與博物館間互動關係，營造綿密的支持體系，以贊成其推廣博物館教育的能力，准而獲致教育品質的提異。除前述直接運用科博館情境及資源，結合學校課程從事教學的方式外，個案教師推廣科博館教育的面向尚包括：（一）以專題參觀拓展學生學習領域，（二）將科博館資源應用於校內自然教室環境的經營，（三）與同儕透個人間之非正式溝通或校內教師研習的薱書分享經驗。此外，（四）個案教師所參與的校際教學觀摩世展覺及社團服務的管道，則更使其推廣面向擴展至地區性之教師團體與一般社會。

This research used a case-study method to investigate 1) a teacher's motives for utilizing the science museum resources, 2) the routes to foster such professional ability, and 3) the way teachers use the museum resources in Taiwan. This investigation found that: 1) the teacher was aware of the educational resources available and their connections to the natural science course taught at the elementary level, 2) the teacher desired a new instructional experience, and 3) the teacher's previous experience in utilizing the field trips, strongly motivated him to adopt museum resources for teaching science. The opportunities offered by the museum, such as independent studies, in-service programs, and workshops for developing museum educational products, helped the teacher improve professionally. Resource persons at the museum also played a vital role in providing information and professional support. The teacher not only used museum resources as motivation for classroom-based science instruction, but also used the museum for issue-oriented visits designed to expand students' learning experiences. Compared with personal contact, in-service programs were relatively structured channels to promote the use of museum educational materials within school. The teacher in this investigation also shared his museum education experience with other teachers through science fairs as well as college students and senior citizens.

非制式教育 ； 教師專業成長 ； 國小教師 ； 博物館教育

Elementary teacher ； Informal learning ； Museum education ； Teacher's professional development