本文試圖從多元文化科學的取向來解釋西方現代科學可能產生的問題，並根據多元文化科學的理論基礎，從中探討科學教師如何進行多元文化科學教育的教學越界與課程轉化。本文主張發展多元文化科學教育，科學教師宜彈性調整社會體系中的鉅觀脈絡與教學系統內的微觀脈絡，解除學生對科學的恐懼以及對科學權威的依賴，才能發展新科學。結論指出科學教師針對族群多樣性學生宜進行多元文化科學教學越界的自主涵化，發展解放式文化回應之課程轉化，並從其涉入多元族群學生的文化脈絡議題與反映的社會文化距離與落差進行科學本質的深究。建議科學教師摒除西方現代科學獨大，勿將少數族群學童視為科學教育弱勢者，不只是在科學領域中教多元文化，而是同時融合多元文化與科學，重新定義科學能力，深究多元文化科學教育，進而提升至認同層次。

The culture-free myth of science still exists in Taiwan. Addressing the policy of multiethnic science education with the focus on multicultural literacy for science teachers, this paper explored the possibility, depth and width for developing Multicultural Science Education in Taiwan. It called into question the concepts of “science as a Western institution” and “science as a Modern culture” and re-thought the science-culture relations. This paper aimed to rethink the relationship between science and multicultural education, to articulate the theoretical foundation of MSE and to explore how science teachers conduct multicultural science teaching as well as multicultural science curriculum. It concluded that MSE could bring about the changes of cross-cultural boundary and cultural mobility in science education.