本研究綜合以往文獻建構一個影響國小學生對科學態度的理論模式，並探討 理論模式內潛在變項間的相互影響。研究工具包括師生互動問卷、學生對教師學 科教學知識問卷、學習環境量表、科學學習動機量表和科學相關態度問卷等。本 研究以分層隨機叢集抽樣的方式，自高雄縣市抽取14所國小共421名學生進行 問卷調查，以結構方程模式檢驗理論模式和觀察資料的適配度，研究結果顯示： 國小學生對科學的態度理論模式和觀察資料大致適配。教師教學會影響學生對科 學的態度，學習環境知覺透過科學學習動機而影響學生對科學的態度，科學學習 動機在學生對科學的態度中既是自變項又是中介變項。本研究根據研究結果在理 論的意涵進行討論，並提出未來研究的建議。

The purpose of this study was to build a theoretical model, based on recent research, representing elementary school students’ attitudes toward science. With the family and cultural environments as well as classroom learning as latent independent variables, and the science-learning environment, science learning motivation and attitudes toward science as latent dependent variables, the effect of variables on theoretical model was analyzed. A stratified random sampling method was adopted to select the student sample: 421 sixth-grade students from 14 elementary schools in Kaohsiung city and county were chosen to take part. A structural equation model (SEM) was applied in order to evaluate the fit of the proposed model and the collected data. The results indicated that the theoretical model fit the observed data quite well, that teachers’ instruction affected students’ attitude toward science, that science learning motivation intervened between the students’ learning environment and their attitude toward science, and that science learning motivation is both an independent and an intervening variable. Based on these study’s findings, the implications for theory and practice, as well as for further research, are also discussed.