本研究在探討國小五年級學童於閱讀「生物腐化」相關繪本後，其想法類型與繪本解 讀的情形。研究對象爲中部某國小五年級二個班的學童63名，以雙層診斷工具及自行開 發之開放性問卷施測，選取之半結構式晤談對象爲20名。採取質性研究。以立意取樣， 依比例選取各「生物腐化」想法類型之個案。於繪本閱讀前、後、及一個月後進行三次的 半結構式晤談，分析想法類型、想法趨向以及與繪本的解讀。分析者間之一致性達0.92。 研究結果顯示：在繪本分析部份，整體而言，其內容較偏向以「動物消費」類型來說明 「生物腐化」現象。學童剛讀完繪本時，學童對繪本的解讀屬「動物消費」者，聚焦在 16頁等含「吃」或「食物」的圖文說明，認爲樹幹腐爛是被動物吃掉了；解讀屬「物理 因素」者，則聚焦在22頁中對易造成腐化之環境的描述，學童將「下雨」、「下雪」，解讀 爲造成腐化的原因。部份學童未查覺繪本中有關腐化原因說明者，多留意在繪本的故事情 節。學童讀完繪本一個月後，則聚焦在故事的情節以及介紹棲息於腐木的生物部分。研究 結果期能提供科學繪本設計撰寫者以及未來研究之參考。

The purpose of this study was to investigate students? conceptual patterns regard to “decay” and their interpretation of a picture storybook about “decay” after reading it. Subjects were 20 5th graders of two classes in certain primary school in central Taiwan. Qualitative research method was used. The Students ’ Ideas about Decay Task was developed by a group of science educators and primary teachers. The construct and content validity of the task were established through the expert opinion of a group of science teachers, science educators, and ecologists. The semi-structured interview task was used to interview students before reading, after reading, and one month after reading a decay storybook. All interviews were audio taped for subsequent analysis about students ’ conceptual patterns regard to “decay” and their interpretation of a picture storybook about “decay” . Interview data were coded and analyzed by researcher and two graduate students independently, and an inter-rater reliability of 92% was achieved. Results showed that students who belonged to “ being eaten by animals” pattern focused on the words or pictures about “eat” or “food.” They thought being eaten by animals was the reason of decay. Students who belonged to “the influence of physical factors” pattern focused on the words or pictures about the surrounding of the decay. They thought “rain” and “snow” caused decay. Some students never noticed the interpretation of decay in the picture storybook. These students tended to focus on the story not on the concept in the picture storybook. Recommendations were made for science education research and practice.