自然科學的本質就是「探究」，幼兒教師的角色就是促進幼兒進行科學探究。因此，本研究旨在發展探究式自然科學活動在幼兒園實施的具體策略，並評估其可行性。研究者與屏東縣真真幼兒園的教師們進行為期一年的合作行動研究之後，認為探究式自然科學活動切實可行，且得到三點研究結論：（1）運用教學主題中的重要元素，有助於自然科學活動的設計；（2）提問方式的改變與團體討論能引導幼兒的探究；（3）幼兒的「自發概念」是學習「科學概念」的重要基礎。最後，本研究提出兩點建議：（1）以幼兒與教師共同發展自然科學活動為目標；（2）善用孩子的自然科學知識。

The nature of science is exploring, and the role of teacher is helping children to explore science. According to that understanding, the researchers decided to develop the strategies of instruction, and then evaluated the strategies can be used or not. The researchers worked with the teachers at a kindergarten in Ping-Tung county for one year. During the process of action research, the researchers found that the exploring activity can be used and attained three conclusions as follows: (1)pose the important elements of the theme is useful to design the scientific activity plans; (2)change the question style and enhance group-discussing can promote children’s exploring motivation; (3)children’s “spontaneous concept” is the foundation of learning “scientific concept”. Finally, the
authors provided two suggestions to the readers.