近年來，我國在國際科學奧林匹亞的表現一直都很優異，而在89年底的國際教育成就調查委員會所公布的結果，在與受試的國家中，我國學生的表現也是名列前茅。這些表現，似乎說明了我國科學教育的成功，只是這些測驗，針對的大多是學科領域內的知識與能力的評量，而在其他思考方面的能力呢？本文從相關文獻的探討中發現，隨著科學本體由邏輯實證論的觀點，轉變為建構實在論的想法，科學教育的目標也不再只重視學科知識的學習，反而更重視能將科學的思考方式運用到生活中，並能依環境的不同，形成最符合個體與社群利益的決定也就是科學思維的培養。因此本研究以社會建構論及實踐理論為設計理念，探討我國化學學習高成就學生的思考方式，是否和其學習成就一樣達到具有較高水準的科學思維，同時比較職前教師的表現，和學生之間有無差異。結果發現多數職前教師與學生，受到表象及學習經驗和教科書呈現方式的侷限，呈現出偏向邏輯實證論的科學本體觀。因此建議在學生的教材設計及師資培育的課程，應該有所修正。

In the recent years, the performance of students of our country in the international mathematic and scientific competition has been very outstanding. The result of Third International Mathematics and Science Study-Repeat reported by The International Association for the Evaluation of Educational Achievement at the end of 2000 showed that our students were on the top of the list. It seems that the science education in our country is successful. These tests aim at intra- discipline knowledge and abilities, but what about the ability of thinking? From the literature, showing that the ontology of science had changed from logical positivism to constructive realism, and the goal of science education was not only laying emphasis on the learning of discipline knowledge any more, but also developing the ability of making a suitable decision on the situation of community/self benefits. So the research was based on the social constructivism and praxis theory. The study has three purposes: Understanding whether the students having scientific thinking, comparing the difference between preservice teachers and students, and the ontology of science of the students and the preservice teachers. The result shows that most students and perservice teachers are limited by the presentation, learning experience and the way textbooks presented. This kind of results shows that they are inclined to think the ontology of science in logic positive way. So we suggest that, the curriculums of students and teacher education’s should be revised.

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