本研究是參與一所高中數理資優班自然科教學場域1 年之個案研究，透過長 期與教師進行課程設計及實施，評估學生在科學觀點論證及想像力之表現。研究 過程除參與及觀察外，亦訪談教師與學生並蒐集相關文件來分析。研究結果發現： 透過觀點反詰與整合，可培養探究與質疑及批判思考的科學論證能力，並使其運 用想像力而自主延伸科普文章的概念，以發展具體策略來理解複雜的現象，之後 透過觀點與證據的檢視，以理解概念並培養評論態度，讓學生從既有知識去發展 想法或假設。因此，從科普文章閱讀歷程，學生感受從探究中發展科學觀點論證 及想像力的體驗，使其理解科學概念是從分析現象與解釋數據，再歸納為原則的 過程，以促進其將所學概念應用於實際問題，並運用科學思維與方法而思考解決 策略，以逐步建構科學學習模式。

This study was a one-year case study of a natural science class in a high school mathematics and science gifted program. Through long-term collaboration with teachers in curriculum design and implementation, the study evaluated students' performance in scientific perspectives, argumentation, and imagination. In addition to participation and observation, the study conducted interviews with teachers and students and collected relevant documents for analysis. The results of the study showed that through counter-argumentation and integration of perspectives, the ability of scientific argumentation, inquiry, questioning, and critical thinking could be cultivated. Students were able to use their imagination to independently extend the concepts learned in popular science articles to develop specific strategies for understanding complex phenomena. Through the examination of perspectives and evidence, students were able to understand concepts and cultivate a critical attitude, allowing them to develop ideas or hypotheses from existing knowledge. Therefore, through the process of reading popular science articles, students experienced the development of scientific perspectives, argumentation, and imagination through inquiry. This helped them understand that the process of understanding scientific concepts involved analyzing phenomena, interpreting data, and deducing principles, promoting the application of learned concepts to practical problems, and using scientific thinking and methods to think about problem-solving strategies, gradually constructing a scientific learning model.

科普閱讀、科學概念、資優、想像力

popular science reading, scientific concept, gifted, imagination