無疑地，「科學之美」已被大眾忽略很久。本文試圖以文獻回顧的方式論述科學之美的內涵，及其教學與相關的問題。科學教學時往往會將其中的人文面向省略，以致於科學之於學生的印象多為抽象或深奧。若能從科學之美來認識科學，將可縮減學生與科學的距離。科學之美不僅可反映在「對象之美、實驗之美、理論之美」上，而且也可反映在「科學家」探究的精神和態度等「人文之美」上。在科學教學中談論科學之美，既可培育學生科學素養、讓學生了解美是科學探究中的重要本質，也可增進學生學習科學的動機、促進學生展現學習遷移。至於教材組織上，可由現象或事物的表象美開始，再到深層的簡約或和諧，進而達成崇高美感的整體體認；而教法上宜以討論與分享為主，評量上則不宜使用具標準答案的紙筆測驗。然而，在實徵性教育研究不足、師資缺乏對科學之美的認知與體會，且現成教材幾乎沒有提及科學之美的前提下，若要在台灣情境推廣科學之美的教學，仍有許多困難必須克服。

Undoubtfully, the aesthetic dimensions of science have been neglected for a long time. The purpose of this paper is to discuss the aesthetic dimensions of science, its instruction and the related problems. School science always gives students the impression that science is difficult, abstract and irrelevant to t heir everyday life . It is caused by ignoring the humanistic dimensions of science. In fact, aesthetic dimensions of science can be reflected not only on the beauty of Nature, scientific experiments and theory, but also on the spirits and attitudes of the scientists they show out in the process of scientific inquiry. If we discuss the aesthetic dimensions of science in science instruction, we can encourage the student to appreciate science, to give them a truer picture of the scientific inquiry, to foster their positive attitudes toward science, to motivate them to learn science and to apply it to their lives actively. In classroom practice, we suggest that teachers organize the teaching materials from the beauty of Nature to the other parts of aesthetic dimensions of science, discuss the aesthetic dimensions of science or share them with the students, and assess students' learning by observing, posing questions or using portfolio to record their improvement on the cognition or affection in aesthetic dimensions of science. However, developing the instruction of aesthetic dimensions of science in Taiwan is faced with several difficulties, such as the lack of research on teaching aesthetic dimensions of science, the lack of aesthetic understanding of the teacher in science, and lack of teaching materials.