本研究因應12 年國教的新課程綱要，加強設計PO+E 實驗與探究教學的師資培育，並比 較不同背景的研究生要如何進行師資培育才能達到效果。本研究以某教育大學自然科學 教育學系修習「昆蟲生理學特論」的研究生，包含7 位在職教師及7 位非在職教師，做 為研究對象；採用「預測─觀察─科學解釋能力（PO+E）」教學法培育。課程內容包含： 昆蟲生理學概論、PO+E 理論與示範教學、模仿設計實驗與微型教學、自行設計實驗與 微型教學等。研究工具包含：PO+E 設計實驗評量表（APD）、PO+E 微型教學評量表 （MTAP）、科學解釋能力評量表（ASE）等。研究結果發現：一、兩組研究生皆能使用 PO+E 教學法設計實驗與學習單，從自行設計PO+E 實驗的選擇教材發現，非在職教師組 比較能符合PO+E 的實驗精神。二、在職教師在模仿設計實驗與自行設計實驗的微型教 學MTAP 得分，均優於非在職教師組。三、兩組研究生在科學解釋能力的ASE 得分差不 多，在職教師得分略高；兩組研究生在第二階段的科學解釋能力有明顯進步。四、PO+E 教學法的師資培育，在職教師組應加強PO+E 的教材選擇，非在職教師組應加強微型教 學的教學能力。五、建議培育在職教師組著重於尋找PO+E 實驗教材，培訓非在職教師 組著重於微型教學與師生互動的技巧。

In response to the Curriculum Guidelines of the 12-year Basic Education, this study strengthens the cultivation of teachers in designing PO+E (Prediction - Observation - more Explanation) experiments and inquiry teaching and compares how graduate students from different backgrounds achieve the effect of teacher education. This study included graduate students in the Department of Natural Science Education at a University of Education, including 7 inservice teachers and 7 non-in-service teachers. This study adopted the "predictive-observationmore explanation (PO+E)" teaching method, with course content that included Introduction to insect physiology, PO+E theory and teaching demonstration, Imitation of experiment design and micro-teaching, and Self-designed experiment and micro-teaching. Research tools include: Assessment of PO+E Design Experiment (APD), Micro Teaching Assessment of PO+E (MTAP), and Assessment of Scientific Explanation Ability (ASE), etc. The results are as follows. 1) Both groups of graduate students could use the PO+E teaching method to design experiments and learning sheets. The non-in-service teachers group was better at selection of teaching material for self-designed PO+E experiments. 2) The in-service teachers group was better than the nonin- service teachers group in terms of MTAP scores for both imitation and self-designed microteaching. 3) The ASE scores were similar between the two groups of graduate students, but the in-service teachers group was slightly better. The two groups of graduate students made significant progress on scientific explanation ability in the second stage. 4) For the cultivation of the PO+E teaching method, the in-service teachers group should strengthen the selection of PO+E teaching materials, while the non-in-service teachers group should enhance the teaching ability of micro-teaching. 5) It is suggested that training in-service teachers group should focus on finding PO+E experimental materials, and training non-in-service teachers group should focus on micro-teaching and interaction skills.