本研究旨在探討素食與暖化的議題融入科學本質教學的成效，研究採
單組前後測的前實驗研究法的設計，設計兩份科學文本，分別採取支持與反對素食有助於減緩全球暖化不同的立場，根據科學本質指標設計問卷，針對桃園縣某國中九年級的學生施測，檢測學生閱讀過前測與後測文本後，在素食與暖化相關知識與科學本質內涵是否有所改變。研究結果發現，受測者在前測與後測的表現在科學知識與科學本質兩大向度都有明顯的差異，其下的幾個次向度也有明顯的改變，在閱讀過後測文本後，受測者對於科學知識與科學本質的了解相較於前測時，有進步的跡象。本研究以科學議題設計成教材，為科學本質的教學設計提供一個方向與建議，未來可以多多將熱門科學議題設計成教案，以概念衝突的方式去刺激學生，促進它們對於科學本質認知的改變。

This study aimed to investigate the effectiveness of learning the nature of Science(NOS) through the reading of the issue about vegetarianism and global warming. The research design adopted a single set of pre-test & post-test preexperimental design. We designed two reading texts. One taken as the pre-test supports that vegetarianism helps slow down the global warming . The other used as the post-test shows the opposite viewpoint . The questionnaire was designed to reflect different dimensions of the nature of science. The participants were ninth-grade students from a junior high school in Taoyuan County . We compared the change of scientific knowledge and the understanding about NOS after students read the two opposite texts regarding vegetarianism & global warming. Research result showed that students’performance in scientific knowledge and their understanding of NOS changed from pre-test and post-test both in major and sub dimensions. That is, after reading the post-test text, students demonstrated better scientific knowledge regarding vegetarianism & global warming and understanding about NOS . The study result suggests that teaching or learning NOS through the reading of uncertain science issues is effective in that the conceptual conflict can stimulate students’ thinking and eventually promote their awareness of NOS . In the future , we can include more popular science issues in the instructional designs .

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