本研究旨在了解國內國小科學教師對科學閱讀的認知與教學情形。共有410 位在國小教授自然與生活科技領域的教師填寫本研究自編的科學閱讀教學問卷，問卷資料以無母數的方式進行統計分析。研究發現國內國小科學教師對科學文本的閱讀與非科學類文本的閱讀二者之間理解歷程的異同認知不明確。這些教師相當認同科學閱讀的重要性，並且認為自身有責任幫助學生增進科學閱讀的能力，不過卻缺乏專業訓練與上課時間實際進行科學閱讀的教學與指導。本研究最後針對科學閱讀的研究、教學與師資培育提出建議，供國內科學教育學者與教師參考。

This research aimed to understand the perceptions and practice of
science reading among elementary science teachers. A questionnaire
was developed and a total of 410 elementary science teachers in Taiwan
responded. Non-parameter analyses were conducted in this survey. It
was found that science teachers in Taiwan were ambiguous about the
relations between reading science and non-science materials. They
highly valued science reading, and considered themselves responsible
for teaching and guiding students to improve reading, but lacked the
training and class time to do it. It is hoped that this study would provide information and points of concern for science teachers and researchers regarding science reading research, instruction, and teacher training.