多元文化的科學教育主張，科學教育應該重視不同背景之學生的獨特性。在制定教學策略時，教學者必須尊重學生根據其文化所帶來的差異。目前臺灣基督徒比例約占臺灣總人口數8%，其中以原住民所在鄉鎮最為普遍。然而，科學課堂卻鮮少關注基督徒學生在科學教室中的潛在挑戰。由於他們的信仰，他們可能難以學習演化論的世界觀。演化論與創造論世界觀之間的關係一直以來是被熱切討論的議題，提升基督徒學生在科學課堂中學習演化論的態度更是教學上一大挑戰。

　　本文為探索性研究，目的在於以世界觀理論與社會建構主義的視角，來檢視在臺灣社會文化脈絡下，基督徒對於生物演化與演化教學的多元觀點。研究參與者為穩定參加主日聚會超過三年且曾修習過演化理論的臺灣基督徒，研究方法採取立意取樣之問卷調查法及個別訪談法，一共收集684份有效問卷，並深入訪問52位研究參與者。研究方法分成質性研究與量化研究兩個面向。根據量化統計分析結果顯示，臺灣基督徒普遍傾向拒絕演化理論。在後續的質性訪談中發現最受到質疑的觀點是「人類是數百萬年演化而來的」。許多基督徒傾向於接受「微觀演化」而否認「宏觀演化」，且僅有3.8%的接受演化理論「單一共同祖先」的觀點。另外，根據量化統計之二元邏輯迴歸的分析結果，思維傾向、信主時間、演化課程教學觀點、聚會頻率、所屬教派等皆為「接受演化理論」的顯著影響因子。然而，性別、年齡、學歷、信主年齡、主修領域等五個項目則對基督徒「是否接受演化理論」沒有顯著影響。

　　質性分析結果顯示，在地球年齡的觀點上，儘管兩個組別的受訪者都會使用放射性定年法的科學方法作為知識建構來源，但高科學本質組更傾向於相信這個方法的驗證結果。對於「物種出現時間」的觀點，儘管高科學本質組更傾向於採用科學方法作為知識建構來源，但兩個組別的觀點卻無顯著差異。在教學觀點上，超過半數的研究參與者主張演化教學中應該同時教演化論、創造論與智慧設計論。最後，當研究參與者面臨演化論與創造論世界觀的衝突時，超過半數選擇拒絕違反基督信仰的演化理論。研究結果可作為演化教學設計上的參考依據。

Multicultural science education advocates that science education should emphasize the uniqueness of students with different backgrounds. When designing teaching strategies, educators should consider the differences brought by students’ own cultures. In Taiwan, the proportions of Christians account for about 8% of the total population. In fact, the number of Christians in the towns where aboriginal people live tends to be more. However, little attention has been paid to Christian students’ potential challenges in science classrooms. They might have difficulty learning the evolutionary worldview due to their belief. The relationship between them has long been a hotly debated topic. Moreover, improving Christian students’ attitudes towards evolution learning has been a significant challenge in science classrooms.

The essay is an exploratory study. It aims to examine the diverse views of Christians on biological evolution and the teaching of evolution in the context of Taiwanese society from the perspective of worldview theory and social constructivism. The research participants are Taiwanese Christians who have participated in Sunday meetings regularly for more than three years and have learned the theory of evolution. The research methods adopt a survey of purposive sampling and individual interviews. A total of 684 valid surveys were collected, and 52 research participants were interviewed in-depth. Research methods included qualitative research and quantitative research. According to the results of quantitative statistical analysis, Taiwanese Christians generally tend to reject the theory of evolution. In the follow-up qualitative interviews, it can be seen that the most questioned view is that "human beings evolved over millions of years." Many Christians tend to accept "micro-evolution" but deny "macro-evolution." And merely 3.8% of Christians accept the "single common ancestor" view of evolution theory. In addition, according to the quantitatively statistical results of binary logistic regression analysis, thinking disposition, the length of time to become a Christian, the view on teaching the theory of evolution in science classrooms, frequency of joining church activities, and the Christian group they belong to all significantly influence whether Christians accept the theory of evolution. However, gender, age, education, age of becoming a Christian, and expertise did not significantly affect whether Christians accept the theory of evolution.

The qualitative analysis results show that in terms of the views on the age of the earth, although participants with high and low nature of science both used the scientific method of radiometric dating as a source to construct knowledge, the high nature of the science group was more likely to believe the results. As for the timing of different species appearing on the earth, even though the high nature of the science group was more likely to use scientific methods to construct their claims, there was no significant difference between the views of the two groups. More than half of Christian participants advocate that evolution, creationism, and intelligent design should be included in science education. Finally, when Christian participants are confronted with the conflict between creation and evolutionary worldviews, more than half of them choose to reject the parts of the theory of evolution, which violates the Christian doctrine. The results of this study may serve as a reference for the instructional design of the teaching of evolution.

英文文獻
Aerts, D., Apostel, L., De Moor, B., Hellemans, S., Maex, E., Van Belle, H., & Van der Veken, J. (1994). World views: From fragmentation to integration. Brussels, ‎Belgium: VUB Press.
Aikenhead, G., Ryan, A., & Desautels, J. (1989, April). Monitoring student views on science–technology–society issues: The development of multiple-choice items. In the Annual Meeting of the National Association for Research in Science Teaching. The meeting conducted at San Francisco, CA.
Akcay, B., & Akcay, H. (2015). Effectiveness of science-technology-society (STS) instruction on student understanding of the nature of science and attitudes toward science. International Journal of Education in Mathematics, Science and Technology, 3(1), 37-45.
Alley, R. B. (2001). The key to the past? Nature, 409(6818), 289-289.
American Association for the Advancement of Science [AAAS]. (1993). Project 2061: Benchmarks for science literacy. New York, NY: Oxford University Press.
Astley, J. & Francis, L. J. (2010). Promoting positive attitudes towards science and religion among sixth‐form pupils: Dealing with scientism and creationism. British Journal of Religious Education, 32(3), 189-200.
Atwater, M. M. (1996). Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 33(8), 821-837.
Baker, P., & Slevin, P. (2005, August 3). Bush remarks on ‘intelligent design’theory fuel debate. The Washington Post, p. A1.
Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.
Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among inservice science teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474.
Barbour, I. G. (1997). Religion and science: Historical and contemporary issues. London, England: SCM Press.
Barnes, M. E. & Brownell, S. E. (2017). A call to use cultural competence when teaching evolution to religious college students: Introducing religious cultural competence in evolution education (ReCCEE). CBE—Life Sciences Education, 16(4), es4.
Barnes, M. E., & Brownell, S. E. (2016). Practices and perspectives of college instructors on addressing religious beliefs when teaching evolution. CBE—Life Sciences Education, 15(2), ar18.
Barnes, M. E., & Brownell, S. E. (2018). Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education. Science Education, 102(1), 36-59.
Barnes, M. E., Truong, J. M., & Brownell, S. E. (2017). Experiences of Judeo-Christian students in undergraduate biology. CBE—Life Sciences Education, 16(1), ar15.
Baron, J. (2000). Thinking and deciding. Cambridge, England: Cambridge University Press.
Barone, L. M., Petto, A. J., & Campbell, B. C. (2014). Predictors of evolution acceptance in a museum population. Evolution: Education and Outreach, 7(1), 23.
Behe, M. J. (1996). Darwin’s black box: The biochemical challenge to evolution. New York, NY: Free Press.
Behe, M. J. (2007). The edge of evolution: The search for the limits of Darwinism. New York, NY: Simon and Schuster.
Belkind, O. (2007). Newton’s conceptual argument for absolute space. International Studies in the Philosophy of Science, 21(3), 271-293.
Benson, H., Dusek, J. A., Sherwood, J. B., Lam, P., Bethea, C. F., Carpenter, W., ... & Drumel, D. (2006). Study of the therapeutic effects of intercessory prayer (STEP) in cardiac bypass patients: a multicenter randomized trial of uncertainty and certainty of receiving intercessory prayer. American Heart Journal, 151(4), 934-942.
Bhullar, B. A. S., Marugán-Lobón, J., Racimo, F., Bever, G. S., Rowe, T. B., Norell, M. A., & Abzhanov, A. (2012). Birds have paedomorphic dinosaur skulls. Nature, 487(7406), 223-226.
Binder, A. (2007). Gathering intelligence on intelligent design: Where did it come from, where is it going, and how should progressives manage it? American Journal of Education, 113(4), 549-576.
Black, M. (1959). Linguistic relativity: The views of Benjamin Lee Whorf. The Philosophical Review, 68(2), 228-238.
BouJaoude, S., Asghar, A., Wiles, J. R., Jaber, L., Sarieddine, D., & Alters, B. (2011). Biology professors’ and teachers’ positions regarding biological evolution and evolution education in a Middle Eastern society. International Journal of Science Education, 33(7), 979-1000.
Braasch, I., Gehrke, A. R., Smith, J. J., Kawasaki, K., Manousaki, T., Pasquier, J., ... & Berlin, A. M. (2016). The spotted gar genome illuminates vertebrate evolution and facilitates human-teleost comparisons. Nature Genetics, 48(4), 427-437.
Branch, G. (2008). Creationism as a global phenomenon. In R. Robbins & M. Cohen (Eds.), Darwin and the Bible: The cultural confrontation (pp. 137–151). Boston, MA: Allyn & Bacon.
Brem, S. K., Ranney, M., & Schindel, J. (2003). Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory. Science Education, 87(2), 181-206.
Brigandt, I. (2013). Intelligent design and the nature of science: Philosophical and pedagogical points. In The Philosophy of Biology (pp. 205-238). Dordrecht, Holland: Springer.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
Carter, K. L., & Welsh, J. (2010). Avoiding mixed metaphor: The pedagogy of the debate over evolution and intelligent design. Liberal Education, 96(3), 46-53.
Cho, M. H., Lankford, D. M., & Wescott, D. J. (2011). Exploring the relationships among epistemological beliefs, nature of science, and conceptual change in the learning of evolutionary theory. Evolution: Education and Outreach, 4(2), 313-322.
Christian Today staff writer. (2019, February 11). Brits don't believe in Darwin, says new poll. Christian Today. [Survey Report] Retrieved from: https://www.christiantoday.com/article/brits-dont-believe-in-darwin-says-new-poll/131717.htm
Cobern, W. W. (1989, Mar.). World view theory and science education research: fundamental epistemological structure as a critical factor in science learning and attitude development. In the Annual Meeting of the National Association for Research in Science Teaching. The meeting conducted at San Francisco, CA.
Cobern, W. W. (1991). World view theory and science education research. NARST Monograph No. 3. Manhattan, KS: National Association for Research in Science Teaching.
Cobern, W. W. (1996). Worldview theory and conceptual change in science education. Science Education, 80(5), 579-610.
Cobern, W. W. (2005). Worldview, science and the understanding of nature. Scientific Literacy and Cultural Studies Project, 22, 1-17
Colin, E. C. (1946). Elements of genetics: Mendel's laws of heredity with special application to man. Philadelphia, PA: Blakiston Company.
Collins, F. S. (2006). The language of God: A scientist presents evidence for belief (No. 111). New York, NY: Simon and Schuster.
Colston, T. J., & Jackson, C. R. (2016). Microbiome evolution along divergent branches of the vertebrate tree of life: What is known and unknown. Molecular Ecology, 25(16), 3776-3800.
Comte, A. (1858). The positive philosophy of Auguste Comte. New York, NY: Blanchard.
Cook-Sather, A. (2016). Creating brave spaces within and through student-faculty pedagogical partnerships. Teaching and Learning Together in Higher Education, 1(18), 1.
Costley, K. C., & Killins, P. (2010). Should intelligent design be included in today's public school curriculums? Online Submission, 1-8.
Craig, C. L., Francis, L. J., & Robbins, M. (2004). Psychological type and sex differences among church leaders in the United Kingdom. Journal of Beliefs & Values, 25(1), 3-13.
Dagher, Z. R., & BouJaoude, S. (1997). Scientific views and religious beliefs of college students: the case of biological evolution. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(5), 429-445.
Darwin, C. R. (1859). On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. London, England: John Murray.
Deadman. J. A., & Kelly, P. J. (1978). What do secondary school boys understand about evolution and heredity before taught the topics? Journal of Biological Education, 12, 7-15.
Delaye, L., Becerra, A., & Lazcano, A. (2005). The last common ancestor: What's in a name? Origins of Life and Evolution of Biospheres, 35(6), 537-554.
Dembski, W. A. (2002). Intelligent design: The bridge between science & theology. Westmont, IL: InterVarsity Press.
Deniz, H., Donnelly, L. A., & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(4), 420-443.
Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. Handbook of Research on Educational Communications and Technology, 2(2004), 813-828.
Derry, S. J. (1996). Cognitive schema theory in the constructivist debate. Educational Psychologist, 31(3-4), 163-174.
Donoghue, P. C., & Benton, M. J. (2007). Rocks and clocks: Calibrating the Tree of Life using fossils and molecules. Trends in Ecology & Evolution, 22(8), 424-431.
Ennis, R. (2011). Critical thinking: Reflection and perspective Part II. Inquiry: Critical Thinking across the Disciplines, 26(2), 5-19.
Erickson, F. (1986). Qualitative methods in research on teaching. (pp. 139-161). New York, NY: Macmilllan.
Ferguson, J. P., & Kameniar, B. (2014). Is ‘learning'science enough?－ A cultural model of religious students of science in an Australian government school. International Journal of Science Education, 36(15), 2554-2579.
Finkelstein, S., & Haleblian, J. (2002). Understanding acquisition performance: The role of transfer effects. Organization Science, 13(1), 36-47.
Fishman, Y. I. (2007). Can science test supernatural worldviews? In Science, Worldviews and Education (pp. 165-189). Dordrecht, Holland: Springer.
Fosnot, C. T. (2005). Constructivism revisited: Implications and reflections. The Constructivist, 16(1), 1-17.
Francis, L. J., Penson, A. W., & Jones, S. H. (2001). Psychological types of male and female Bible College students in England. Mental Health, Religion & Culture, 4(1), 23-32.
Glasersfeld, E. V. (1988). The reluctance to change a way of thinking. The Irish Journal of Psychology, 9(1), 83-90.
Gould, N. E. S. J., & Eldredge, N. (1972). Punctuated equilibria: an alternative to phyletic gradualism. Essential Readings in Evolutionary Biology, 82-115.
Gould, S. J., & Eldredge, N. (1977). Punctuated equilibria: The tempo and mode of evolution reconsidered. Paleobiology, 115-151.
Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1), 113-131.
Grudem, W. A. (1999). Bible doctrine: Essential teachings of the Christian faith. Nashville, Tenn: HarperCollins Christian Publishing.
Ha, M., Haury, D. L., & Nehm, R. H. (2012). Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution. Journal of Research in Science Teaching, 49(1), 95–121.
Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American Journal of Pharmaceutical Education, 72(5).
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
Halliburton, R., & Halliburton, R. (2004). Introduction to population genetics. Upper Saddle River, NJ: Pearson/Prentice Hall.
Hanley, P., Bennett, J., & Ratcliffe, M. (2014). The inter-relationship of science and religion: a typology of engagement. International Journal of Science Education, 36(7), 1210-1229.
Harden, R. M. (1999). What is a spiral curriculum? Medical Teacher, 21(2), 141-143.
Heddy, B. C. & Nadelson, L. S. (2013). The variables related to public acceptance of evolution in the United States. Evolution: Education and Outreach, 6(1), 3.
Helenurm, K. (1992, December). Problems facing education in evolution. In Proceedings of the 1992 evolution education research conference. Baton Rouge: Louisiana State University.
Hickey, W. D. (2013). Intelligent design in the public school science classroom. Interchange, 44(1-2), 25-29.
Hill, J. H., & Mannheim, B. (1992). Language and world view. Annual Review of Anthropology, 21(1), 381-404.
Hill, J. M., & Cox, B. J. (2012). Einstein's special relativity beyond the speed of light. Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences, 468(2148), 4174-4192.
Hill, J. P. (2014). Rejecting evolution: The role of religion, education, and social networks. Journal for the Scientific Study of Religion, 53(3), 575-594.
Hjørland, B. (2005). Empiricism, rationalism and positivism in library and information science. Journal of documentation, 61(1), 130-155.
Hofman, R. (2012). Living in the memorial world: Why intelligent design in public schools is no threat to the establishment clause. Regent UL Rev., 25, 471.
Hokayem, H., & BouJaoude, S. (2008). College students' perceptions of the theory of evolution. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(4), 395-419.
Hoodman, K. N. (2010). The debate of evolution versus intelligent design: Is critical thinking occurring among K-12 students? (Unpublished MA thesis). Biola University, Los Angeles, California.
Hume, D. (2000). An enquiry concerning human understanding: A critical edition (Vol. 3). Oxford, England: Oxford University Press.
Jantsch, E. (2019). The evolutionary vision: Toward a unifying paradigm of physical, biological and sociocultural evolution. Abingdon, England: Routledge.
Jardine, L. & Silverthorne, M. (Eds.). (2000). Francis Bacon: The new organon. Cambridge, UK: Cambridge University Press.
Johnson, P. E. (1991). Darwin on trial. Westmont, IL: InterVarsity Press.
Kearney, M. (1975). World view theory and study. Annual Review of Anthropology, 4(1), 247-270.
Kearney, M. (1984). World view. Novato, CA: Chandler ＆ Sharp.
Kim, S. Y., & Nehm, R. H. (2011). A cross‐cultural comparison of korean and american science teachers’ views of evolution and the nature of science. International Journal of Science Education, 33(2), 197-227.
Konnemann, C., Asshoff, R., & Hammann, M. (2016). Insights into the diversity of attitudes concerning evolution and creation: a multidimensional approach. Science Education, 100(4), 673-705.
Kormondy, E. J. (2011). Erasmus Darwin, 18th-century polymath. The American Biology Teacher, 73(2), 68-71.
Kuhn, T. S. (2012). The structure of scientific revolutions. (4th ed.) Chicago, IL: University of Chicago.
Lawson, A. E., & Thompson, L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25, 733-746.
Lazcano, A., & Peretó, J. (2017). On the origin of mitosing cells: A historical appraisal of Lynn Margulis endosymbiotic theory. Journal of Theoretical Biology, 434, 80-87.
Lederman, N. G., & O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.
Lederman, N. G., Abd‐El‐Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of research in science teaching, 39(6), 497-521.
Lederman, N., Wade, P., & Bell, R. L. (1998). Assessing understanding of the nature of science: A historical perspective. In McComas, W. (Ed.), The nature of science in science education: Rationales and strategies (pp. 331–350). Dordrecht, Holland: Springer.
Lee, O., & Buxton, C. A. (2010). Diversity and equity in science education: Research, policy, and practice. Multicultural education series. New York, NY: Teachers College Press.
Liu, T. C., Lin, Y. C., & Paas, F. (2014). Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment. Computers & Education, 72, 328-338.
Liu, Y. (2008). A new perspective on Darwin’s Pangenesis. Biological Reviews, 83(2), 141-149.
Lombrozo, T., Thanukos, A., & Weisberg, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1(3), 290.
Mahner, M. (2012). The role of metaphysical naturalism in science. Science & Education, 21(10), 1437-1459.
Mallery, P., & George, D. (2003). SPSS for Windows step by step: a simple guide and reference. Boston, MA: Allyn & Bacon.
Malthus, T. R., Winch, D., & James, P. (1992). Malthus:'An essay on the principle of population'. (Revised ed.) Cambridge, England: Cambridge University Press.
Marshall, C. R. (2006). Explaining the Cambrian “explosion” of animals. Annu. Rev. Earth Planet. Sci., 34, 355-384.
Matthews, M. R. (2008). Science, worldviews and education: An introduction. In Science, worldviews and education (pp. 1-26). Dordrecht, Holland: Springer.
Mayr, E. (1997). This is biology. Cambridge, MA: Harvard University Press.
Mayr, E., & Provine, W. B. (Eds.). (1998). The evolutionary synthesis: Perspectives on the unification of biology. Cambridge, MA: Harvard University Press.
Mazur, A. (2004). Believers and disbelievers in evolution. Politics and the Life Sciences, 23(2), 55-61.
McIver, T. (1988). Formless and void: Gap theory creationism. Creation/Evolution, 8(3), 1-23.
Meyer, S. C. (2009). Signature in the cell: DNA and the evidence for intelligent design. New York, NY: HarperCollins.
Meyer, S. C. (2013). Darwin’s doubt. The explosive origin of animal life and the case for intelligent design. New York, NY: HarperCollins.
Miller, J. D., Scott, E. C., & Okamoto, S. (2006). Public acceptance of evolution. Science-New York then Washington-, 313(5788), 765.
Miller, S. L., & Urey, H. C. (1959). Organic compound synthesis on the primitive earth. Science, 130(3370), 245-251.
Miller, T. (2008, June 1). US religious landscape survey religious beliefs and practices. [Survey Report] Retrieved from: https://www.pewforum.org/2008/06/01/u-s-religious-landscape-survey-religious-beliefs-and-practices/
Moore M. (2011). Vygotsky’s cognitive development theory. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Boston, MA: Springer.
Moore, R. & Kraemer, K. (2005). The teaching of evolution and creationism in Minnesota. The American Biology Teacher, 67(8), 457–466.
Morgan, J. (2014). A critique of Nicholas Rescher’s contribution to our understanding of the problematic relation of evolution and intelligent design. Journal of Critical Realism, 13(1), 38-51.
Morris, S. C. (1992). Burgess Shale-type faunas in the context of the ‘Cambrian explosion’: A review. Journal of the Geological Society, 149(4), 631-636.
Müller-Wille, S., & Orel, V. (2007). From Linnaean species to Mendelian factors: Elements of hybridism, 1751–1870. Annals of Science, 64(2), 171-215.
Nadelson, L. S., & Hardy, K. K. (2015). Trust in science and scientists and the acceptance of evolution. Evolution: Education and Outreach, 8(1), 9.
Nadelson, L. S., & Southerland, S. (2012). A more fine-grained measure of students' acceptance of evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA. International Journal of Science Education, 34(11), 1637-1666.
Nadelson, L. S., Heddy, B. C., Jones, S., Taasoobshirazi, G., & Johnson, M. (2018). Conceptual change in science teaching and learning: Introducing the dynamic model of conceptual change. International Journal of Educational Psychology, 7(2), 151-195.
National Science Teacher Associations (NSTA) (2000, July). NSTA Position statement: multicultural science education. Retrieved from: https://www.nsta.org/about/positions/multicultural.aspx
Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699–723.
Nehm, R. H., Poole, T. M., Lyford, M. E., Hoskins, S. G., Carruth, L., Ewers, B. E., & Colberg, P. J. (2009). Does the segregation of evolution in biology textbooks and introductory courses reinforce students’ faulty mental models of biology and evolution? Evolution: Education and Outreach, 2(3), 527.
Nussbaum, J. (1989). Classroom conceptual change: Philosophical perspectives. International Journal of Science Education, 11(5), 530-540.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692-720.
Paley, W. (1829). Natural theology: or, evidences of the existence and attributes of the deity, collected from the appearances of aature. Nantucket, MA: Lincoln and Edmands.
Perry Jr, W. G. (1999). Forms of intellectual and ethical development in the college years: A scheme. Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass Publishers.
Piaget, J. (1926). The language and thought of the child. San Diego, CA: Harcourt
Piaget, J. (1972). The child's conception of physical causality (Vol. 212). Piscataway, NJ: Transaction.
Popper, K. (2002). The logic of scientific discovery. (2nd ed.) Abingdon, England: Routledge.
Proper, H. (1988). World view projected by science teachers: A study of classroom dialogue. Science Education, 72(5), 547-60.
Redfield, R. (1952). The primitive world view. Proceedings of the American Philosophical Society, 96(1), 30-36.
Reiss, M. J. (2007). Imagining the world: The significance of religious worldviews for science education. In Science, worldviews and education (pp. 135-148). Dordrecht, Holland: Springer.
Reiss, M. J. (2011). How should creationism and intelligent design be dealt with in the classroom? Journal of Philosophy of Education, 45(3), 399-415.
Reiss, M. J. (2013). Religion in science education. In Science education for diversity (pp. 317-328). New York, NY: Springer.
Reznick, D. N., & Ricklefs, R. E. (2009). Darwin's bridge between microevolution and macroevolution. Nature, 457(7231), 837-842.
Rice, J. W., Clough, M. P., Olson, J. K., Adams, D. C., & Colbert, J. T. (2015). University faculty and their knowledge & acceptance of biological evolution. Evolution: Education and Outreach, 8(1), 8.
Rissler, L. J., Duncan, S. I., & Caruso, N. M. (2014). The relative importance of religion and education on university students’ views of evolution in the deep south and state science standards across the United States. Evolution: Education and Outreach, 7(1), 24.
Ross, C. F. (1995). Type patterns among Catholics: Four Anglophone congregations compared with Protestants, Francophone Catholics and priests. Journal of Psychological Type, 33(1), 33-41.
Rumelhart, D.E., & Norman, D.A. (1981). Analogical processes in learning. In J.R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 335-359). Hillsdale, NJ: Erlbaum.
Russell, B. (1901). Is position in time and space absolute or relative? Mind, 10(39), 293-317.
Rutledge, M. L., & Warden, M. A. (1999). The development and validation of the measure of acceptance of the theory of evolution instrument. School Science and Mathematics, 99(1), 13-18.
Rutledge, M. L., & Warden, M. A. (2000). Evolutionary theory, the nature of science & high school biology teachers: Critical relationships. The American Biology Teacher, 23-31.
Sankey, H. (1993). Kuhn's changing concept of incommensurability. The British Journal for the Philosophy of Science, 44(4), 759-774.
Saturno, W. A., Stuart, D., Aveni, A. F., & Rossi, F. (2012). Ancient maya astronomical tables from Xultun, Guatemala. Science, 336(6082), 714-717.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498.
Schroeder, G. L. (2009). The science of God: the convergence of scientific and biblical wisdom. New York, NY: Simon and Schuster.
Scott, E. C. (2005). Evolution vs creationism: An introduction. Berkeley, CA: University of California Press.
Shane, J. W., Binns, I. C., Meadows, L., Hermann, R. S., & Benus, M. J. (2016). Beyond evolution: Addressing broad interactions between science and religion in science teacher education. Journal of Science Teacher Education, 27(2), 165-181.
Silcock, P. (2003). Accelerated learning: A revolution in teaching method? Education 3-13, 31(1), 48-52.
Simpson, G. G. (1961). Lamarck, Darwin and Butler: Three approaches to evolution. The American Scholar, 238-249.
Sinatra, G. M. (2005). The" warming trend" in conceptual change research: The legacy of Paul R. Pintrich. Educational psychologist, 40(2), 107-115.
Sinatra, G. M., & Seyranian, V. (2015). Warm change about hot topics: The role of motivation and emotion in attitude and conceptual change about controversial science topics. In L. Corno, & E. Anderman (Eds.), APA handbook of educational psychology (pp. 245–256). Washington, D.C.: APA
Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. W. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40(5), 510–528.
Southerland, S. A., & Scharmann, L. C. (2013). Acknowledging the religious beliefs students bring into the science classroom: Using the bounded nature of science. Theory Into Practice, 52(1), 59-65.
Southerland, S. A., Sinatra, G. M., & Matthews, M. R. (2001). Belief, knowledge, and science education. Educational Psychology Review, 13(4), 325-351.
Stanovich, K. E., & West, R. F. (2007). Natural myside bias is independent of cognitive ability. Thinking & Reasoning, 13(3), 225-247.
Stanovich, K. E., West, R. F., & Toplak, M. E. (2016). The rationality quotient: Toward a test of rational thinking. Cambridge, MA: MIT press.
Steffe, L. P., & Gale, J. E. (Eds.). (1995). Constructivism in education. Abingdon, England: Routledge.
Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2011). Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study. Science Education, 95(6), 1000-1025.
Tamir, P., & Xohar, A. (1991). Anthropomorphism and teleology in reasoning about biological phenomena. Science Education, 75(1), 57-67.
Taşkın, Ö. (2014). An exploratory examination of Islamic values in science education: Islamization of science teaching and learning via constructivism. Cultural Studies of Science Education, 9(4), 855-875.
Tharoor, I. (2014, October 28). Pope Francis says evolution is real and God is no wizard. The Washington Post. [Worldview] Retrieved from: https://www.washingtonpost.com/news/worldviews/wp/2014/10/28/pope-francis-backs-theory-of-evolution-says-god-is-no-wizard/?arc404=true
Tirard, S. (2017). JBS Haldane and the origin of life. Journal of Genetics, 96(5), 735-739.
Tudge, J., & Rogoff, B. (1999). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. Lev Vygotsky: Critical Assessments, 3, 32-56.
Unit, E. I. (2019). Democracy index 2019. [Report] Retrieved from: https://www.eiu.com/public/topical_report.aspx?campaignid=democracyindex2019
Verhey, S. D. (2005). The effect of engaging prior learning on student attitudes toward creationism and evolution. BioScience, 55(11), 996-1003.
Village, A., & Baker, S. (2013). Rejection of Darwinian evolution among churchgoers in England: The effects of psychological type. Journal for the Scientific Study of Religion, 52(3), 557-572.
Vygotskiĭ, L. S. (1961). Thought and language. Cambridge, MA: MIT press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. 1962. Thought and language, Cambridge, MA: MIT Press.
Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development: Foundations of constructivism. London, England: Longman Publishing.
Wagler, A., & Wagler, R. (2013). Addressing the lack of measurement invariance for the measure of acceptance of the theory of evolution. International Journal of Science Education, 35(13), 2278–2298.
Wang, Q. E. (1999). History, space, and ethnicity: The Chinese worldview. Journal of World History, 285-305.
Warnick, B. (2014). Fairness in teaching evolution in public schools. Philosophical Studies in Education, 45, 55-65.
Wertsch, J. V. (1984). The zone of proximal development: Some conceptual issues. New Directions for Child and Adolescent Development, 1984(23), 7-18.
Whorf, B. (2012). Language, thought, and reality: Selected writings of Benjamin Lee Whorf (Carroll J., Levinson S., & Lee P., Eds.). London, England: The MIT Press.
Wiles, J. R., & Alters, B. (2011). Effects of an educational experience incorporating an inventory of factors potentially influencing student acceptance of biological evolution. International Journal of Science Education, 33(18), 2559-2585.
Wilson, D. P. (2010). European Christians are at the forefront in accepting evolution: Results from an internet‐based survey. Evolution & Development, 12(6), 537-540.
Winkler, J. D., Kanouse, D. E., & Ware, J. E. (1982). Controlling for acquiescence response set in scale development. Journal of Applied Psychology, 67(5), 555.
Winslow, M. W., Staver, J. R., & Scharmann, L. C. (2011). Evolution and personal religious belief: Christian university biology‐related majors' search for reconciliation. Journal of Research in Science Teaching, 48(9), 1026-1049.
Wood, D., & Middleton, D. (1975). A study of assisted problem‐solving. British Journal of Psychology, 66(2), 181-191.
Woodin, T., Carter, V. C., & Fletcher, L. (2010). Vision and change in biology undergraduate education, a call for action—initial responses. CBE—Life Sciences Education, 9(2), 71-73.
Yasri, P., & Mancy, R. (2014). Understanding student approaches to learning evolution in the context of their perceptions of the relationship between science and religion. International Journal of Science Education, 36(1), 24-45.
Yasri, P., & Mancy, R. (2016). Student positions on the relationship between evolution and creation: What kinds of changes occur and for what reasons? Journal of Research in Science Teaching, 53(3), 384-399.
Yasri, P., Arthur, S., Smith, M. U., & Mancy, R. (2013). Relating science and religion: An ontology of taxonomies and development of a research tool for identifying individual views. Science & Education, 22(10), 2679-2707.
Zirkle, C. (1959). Species before Darwin. Proceedings of the American Philosophical Society, 103(5), 636-644.
Zuzovsky, R. (1994). Conceptualizing a teaching experience on the development of the idea of evolution: An epistemological approach to the education of science teachers. Journal of Research in Science Teaching, 31, 557-574.

中文文獻
王文堂（2009 年 5 月 15 日）。基督教，天主教，猶太教之異同。取自http://www.cbcwla.org/media/ch/Special/catholicism&judaism.pdf
王文靜（2001）。社會建構主義研究。全球教育展望，30(10)，15-19。
王珈湞（2014）。 哈日與哈韓對台灣文化認同之影響─ 以日劇與韓劇為例。國立臺北教育大學文化創意產業經營學系碩士學位論文，1-99。
令狐萍（2003）。從臺灣社會的發展看臺灣留美運動的興衰。華僑華人歷史研究，4，21-28。
史明（2014）。台灣人四百年史。臺北市：南天。
田家琪（2000）。台灣華商發行歐美外片之歷史發展研究。元智大學資訊傳播學系碩士學位論文，1-213。
朱三才（2018）。2017台灣基督教會教勢報告。台中市：基督教資料中心。
吳汝鈞（2009）。西方哲學的知識論。臺北市：台灣商務。
呂炳寬、項程華、楊智傑（2018）中華民國憲法精義。臺北市：五南圖書。
宋曜廷、潘佩妤（2010）。混合研究在教育研究的應用。教育科學研究期刊，55(4)，97-130。
李容珍（2018年9月1日）。【2017台灣教會教勢報告】基督徒比例微幅成長佔6.9％　城鄉差距大需留意。基督教今日報。取自https://www.ct.org.tw/1329334
李常受、基督教（1999）。新約聖經：恢復本。臺北市：臺灣福音書房.
李淑菁（2017）。想像與形構：臺灣多元文化教育發展之論述分析。臺灣教育社會學研究，17(2)，1-44。
李濤（2016）。中西方時間取向差異對比研究。瀋陽工業大學學報：社會科學版，9(4)，381-384。
林中澤（2013）。《新約》中的死亡觀及其歷史影響。四川師範大學學報：社會科學版，1，30-41。
林文玲（2012）。跨文化接觸：天主教耶穌會士的新竹經驗。考古人類學刊，77，99-140。
林金水（2003）。台灣基督教史。北京：九州。
林金定、嚴嘉楓、陳美花（2005）。質性研究方法：訪談模式與實施步驟分析。身心障礙研究季刊，3(2), 122-136.
林美馨、楊芳瑩（2011）。由認識觀發展的角度探討國小學童對科學探究過程之看法。科學教育學刊，19(6)，531-548。
林耀堂（2015）。明燈不熄:天主教教育宣言五十年特刊（45-78頁）。新北市：輔大書坊。
法務部全國法規資料庫（2013）。教育基本法。取自：https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=h0020045
洪泉湖（2015）。台灣的多元文化。臺北市：五南圖書。
胡幼慧（2008）。質性研究：理論、方法及本土女性研究實例。（141-157頁）。臺北市：巨流。
胡迌（2007）。臺灣的孔廟。台聲，12，25。
范盛保（2017）。愛爾蘭獨立運動中的文化國族主義─ 給台灣的借鏡。臺灣國際研究季刊，13(3)， 113-143。
韋寧均、林樹聲（2017）。探究原住民與非原住民國中生生物演化概念之世界觀。科學教育學刊，25(3)，197-217。
唐筱恬（2010）。歐美派、日系風：台灣女性時尚雜誌的產製。臺灣師範大學大眾傳播研究所碩士學位論文，1-101。
馬重奇（2014）。加‧馬偕《 中西字典》(1891) 音系研究－兼與英，巴克禮《 廈門話字典補編》 音系比較。福建論壇：人文社會科學版，7，113-127。
馬藹萱（2014）。從在臺外籍生之學習選擇看留學生遷移決策之社會建構。人口學刊，(48)，43-94。
教育部（2003）。教育政策白皮書。臺北市：教育部。
教育部（2014）。十二年國民基本教育課程綱要－總綱。臺北市：教育部。
教育部（2018）。十二年國民基本教育課程綱要－國民中小學暨普通型高級中等學校：自然科學領域。臺北市：教育部。
畢靜翰（2015年10月21日）。在台美國人的驚豔觀察：台灣基督教不僅有獨特台灣味，還衍生一個遠勝於西方教會的文化！取自https://buzzorange.com/2015/10/21/tw-christianity/　
許文豔、竇琴（2011）。社會建構主義理論對多元文化教育的啟示。中國電力教育，23，9-10。
陳介英（2008）。通識教育與台灣的大學教育。思與言，46(2)，1-34。
陳宗仁（2010）。1632 年傳教士 Jacinto Esquivel 報告的解析─ 兼論西班牙佔領前期的臺灣知識與其經營困境。台灣文獻，61(3)，1-34。
陳枝烈（2012）。臺灣原住民小學課程之回顧與展望。課程與教學，15(4)，53-71。
陳欣珏、張俊彥（2020）。智慧設計論在科學課堂教學的可行性－從 STS 視角思考。科學教育月刊，427，9-23。
陳秋雯（2003）。從資訊科技功能論建構教學方案的規劃原則。資訊社會研究，5，261-281。
陳榮祥（2002）。西方科學哲學發展之初探。科學教育研究與發展季刊，28，43-58。
傅麗玉（1999）。從世界觀探討臺灣原住民中小學科學教育。科學教育學刊，7(1)，71-90。
曾劍平、廖曉明（2001）。 時間觀與民族文化-中美時間觀比較研究。南昌大學學報：人文社會科學版，32(3)，30-35。
曾麗玉（2014）。翻譯視境：十七世紀臺灣荷治時期鄭成功生平事蹟鏡像。中華科技大學學報，60，121-155。
湯惠婷（2004）。日治時期新樓醫院之醫療與傳教事業研究。東海大學歷史學系碩士學位論文，1-174。
黃吉村、劉宗其（2005）。文化認同下異國形象廣告效果之探討─ 以哈日風潮為例。中山管理評論，13(2)，417-449。
黃政傑（1989）。教育研究亟需擺脫量化的支配。載於中國教育學會（編），教育研究方法論 （頁131－140）。臺北市：師大書苑。
黃昭勳（2019）。從 「多元文化教育」 觀點探討新住民學生教育的推動。 臺灣教育評論月刊，8(5)，177-183。
葉浩生（2009）。社會建構主義與心理學理論的未來發展。心理學報，41(06)，557-564。
詹志禹（1996）。認識與知識：建構論 VS. 接受觀。教育研究，49，25-38。
詹棟樑（1993）。多元文化教育理論與實際探討。載於中國教育學會主編：多元文化教育。(頁 21-46)。臺北：臺灣書店。
資中筠（2007）。言論自由是民主的必要條件。炎黃春秋，9，34-36。
鄒瑩（2009）。皮亞傑與維果斯基的建構主義比較。外語學刊，5(1)，117-120。
劉和義（1990）。學生演化概念的發展評估與診斷教學之研究 (1)。國科會科教專題研究報告，未出版。
劉昭仁（2006）。臺灣人醫的身影。臺北市：威秀資訊。
蔣佳玲、李暉（2016）。你說的原住民是哪一族？太魯閣，阿美與漢族學生科學學習認同之比較。科學教育學刊，24(4)，417-435。
盧啟明（2012）。皇民化運動時期臺灣基督長老教會信徒之身分認同（1937-1941）。臺灣學研究，14，147-170。
賴光真（2013）。課程組織銜接性原則之再探討。臺灣教育評論月刊，2(5)，42-48。
謝州恩、劉湘瑤（2013）。省思九年一貫自然與生活科技課程綱要中的科學本質內涵。科學教育研究與發展，66，53-76。