本行動研究針對高齡者學習特性與需求，依據高齡學習成功老化理論模式， 以提升與健康議題相關的科學素養為核心，選擇「走路」、「肥胖」及「聽力」 三個老人關心的健康議題，分析、整合其科學概念、健康概念及科技應用三個學 習層面，設計符合高齡者學習的「高齡者健康科學學習課程」（Health Education Learning Promotion with Science for seniors, HELPS-seniors）。並以Knowledge- Attitude-Practice（KAP）健康行為模式觀點，探討課程效益及高齡者對課程接受 程度，作為未來發展高齡者健康促進學習的參考。本研究除了量化驗證健康科學 知識提升之成效外，並進行問卷、訪談、專家觀察記錄、教學省思札記及學習單 等資料蒐集，探討高齡者對課程接受度與可行性之看法。結果顯示：一、高齡者 參與HELPS-seniors後，健康科學知識與能力有顯著進步（K）；二、高齡者參與 HELPS-seniors後，呈現正向的健康科學態度（A）；三、健康行為（P）則在質性 研究資料中，呈現正向行為表現的趨勢，肯定課程積極的意義與價值。最後，提 出本研究之結論：科學素養提升在高齡者學習扮演重要角色；應給予高齡者更多 的鼓勵參與科學課程學習；而融入科學概念、強調實務操作的HELPS-seniors創新 課程，確能有效提升高齡者健康科學素養，產生正向健康行為態度，呼應高齡學 習有助成功老化的理論。

The goal of this action research was to enhance seniors’ health literacy by considering their learning requirements and characteristics. By using learning theories that encourage the successful aging of seniors, this study sought to develop a learning course that it named the health education learning promotion with science for seniors (HELPS-seniors). The proposed course integrates science and health concepts with technological applications, with the focus being placed on three common health-related concerns of seniors, namely “walking,” “obesity,” and “hearing.” The Knowledge– Attitude–Practice (KAP) health behavior model was employed to examine the effectiveness and acceptance of the program. The results may be used as a reference for the future development of health promotion programs for seniors. In addition to quantitatively testing the effectiveness of the health promotion program, this study also investigated senior learners’ acceptance of the learning program as well as their opinions on the feasibility of the course by using a wide range of data sources, including a questionnaire, interviews, expert observation records, refl ective teaching journals, and learning notes. The results showed that: 1) the senior participants in the HELPS-seniors course had signifi cantly improved their health-related knowledge and abilities (K); 2) the senior participants in the HELPS-seniors course had demonstrated more positive attitudes toward health science (A); and 3) regarding health behavior (P), a qualitative analysis indicated a trend of positive behavior, indicating that the course was received positively. Science literacy plays a crucial role in seniors’ learning; accordingly, seniors should be provided with more encouragement to participate in science courses. The innovative course HELPS-seniors, which integrates science concepts into practical applications, proved effective in enhancing the science literacy of seniors. Furthermore, the course fostered positive health behaviors and attitudes. These findings gain relevancy by propositions that senior learning is conducive to successful aging.