本研究目的為探討 (1) 研究者所設計的以克卜勒定律為主題科學史教材是否協助教師認識克卜勒理論發展方面的相關科學史。(2) 藉著對相關科學史的認識，來豐富教師對克卜勒科學家形象的詮釋。並探討教師在閱讀完教材後，(3) 在教學內容安排方面的改變為何，以及 (4) 在使用科學史進行教學之態度方面的改變為何。
本研究以準實驗研究設計為主，再輔以半結構晤談方式。研究對象為台北市高中物理教師與實習教師等共18位教師。所收集到的前、後測資料則以描述性統計方式進行分析。
研究結果顯示所設計的科學史教材， (1) 能協助教師對克卜勒定律相關科學史達成基本的認識，過半數教師也能舉例說明「數學簡單性」觀點對克卜勒發展理論的影響。 (2) 閱讀教材後，教師從原先將克卜勒詮釋為「努力不懈的呆板數學家」，改變為「有豐富創造力、信仰虔誠的數學科學家」。(3) 相較於閱讀前教師甚少運用科學史材料教學。在閱讀教材後，教師最多提到教材中有關「科學家的信念」、「理論發展過程」以及「理論的貢獻」方面的內容可使用於教學上。(4) 閱讀教材後，教師同意「科學史能幫助理解概念」的人數增加，並且同意若能簡化本科學史教材，應能作為「引起學生學習興趣」、「了解何謂科學」的合適材料，也認為克卜勒貢獻應介紹讓學生知道。但教師仍覺得科學史有瑣碎的缺點。

The purpose of this study is to (1) employ study materials designed by researcher about science history of Kepler’s laws to assist senior high physics teachers in knowing science history of Kepler’s laws, and (2) in enriching teachers’ cognition about Kepler. (3) Find the change of teachers’ arrangement of instruction. (4) Find the change of teachers’ attitude about using science history to instruction.
The research methods include questionnaires, and interviews. Eighteen teachers from Taipei participated in this study. The data is analyzed in describing statistics.The results of the research show：
(1) the study materials can assist teachers to know compendious science history of Kepler’s laws, and half of teachers can give examples to explain that ‘simplicity’ influence Kepler ‘s theory.
(2) After reading the study materials, teachers’ interpretation of Kepler’s sciencist image changed from Kepler is a and mechanical mathematicist working-hard to Kepler is a scientist having abundant originality and a scientist having a strong faith.
(3) After reading the study materials, teachers agreed the content of the study materials can be used in instruction. Specially, They mention the content about belif of sciencists, the course of theories’ development, and the contribution of sciencists’ theory.
(4) After reading the study materials, the amount of teachers agreed that science history can assist concept’s understanding increased.And they also agreed the study materials can bring about the motive to learning and help students to know ‘science’ if the study materials can be simplified. They also agreed that Kepler’s contribution should be teached. But teachers still feel science history is too muitifarious.

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