本研究旨在建立國小教師基本科學能力之評量要項，藉由要項之內容與重要性分析，提 供教育行政機關未來發展評量國小教師科學能力工具之參考。採用改良式德懷術，邀請 19 名專家學者提供專業意見，包括7 位科學教育學者、6 位科學專家與6 位國小自然科 學教師。本研究工具採用自編之「國小教師基本科學能力評量要項之調查問卷」。專家 學者對評量要項之重要性與表達清晰性表達意見，彙整專家學者意見並修改要項。經三 回合調查後，根據統計分析與質性資料編碼歸納統整，獲得具有高重要性和一致性的科 學能力評量要項。研究結果發現，由十二年國教自然科學領域課程綱要中訂定之學習表 現所建立的首回合問卷評量要項中，呈現兩個問題，第一，要項涵蓋兩個以上能力；第 二，要項之評量內容具有性質重疊的情形。因此，第二回合問卷參考PISA 科學素養評量 架構建立評量要項。最終問卷調查結果，彙整專家學者們的意見，修訂並獲得三個面向， 共20 條要項。其中，「解釋科學現象」面向包含應用知識、產生知識和知識的影響三個 向度，共6 條要項；「評估與設計科學探究」面向包含形成問題和設計方法兩個向度， 共9 條要項；「詮釋科學數據及舉證科學證據」面向包含詮釋數據和舉證與論證兩個向度， 共5 條要項。建議檢定國小教師專業科學能力的教育行政機構可運用本研究所得到的評 量要項，發展對應的評量試題。

The purpose of the study was to explore the basic scientific competences of elementary school teachers and to build key items for assessing their scientific competences. The study provides an assessment framework to the educational administration authority for developing appropriate measurements to assess elementary teachers’ scientific competences. This study adopted the modified Delphi technique, in which 19 experts participated in the study, including 7 science education scholars, 6 science scholars, and 6 elementary school science teachers. This instrument was a self-developed questionnaire, titled “Assessment Items of Basic Scientific Competence for Elementary School Teachers”. Experts needed to give their opinions on whether the expression of each item was important and clear. The researchers collected the opinions from experts and modified the assessment items. After three rounds of survey, the experts reached a consensus after statistical analysis and qualitative data encoding induction, thus obtaining science competence assessment items with high importance and consistency. The results of the study found that 22 science competence assessment items, which were developed and based on the learning performance of the natural sciences curriculum guideline, presented two main problems in the first round. First, some items covered more than two competences in one item. Second, some items included the assessment of more than one competence. Thus, the framework of Programme for International Student Assessment (PISA) 2015 scientific literacy was adopted to develop the competence items in the second-round survey. After the results of the third survey, the opinions of the experts and scholars were collected to obtain 20 competence items in three dimensions. The dimension of "explaining phenomena scientifically" consists of 6 items in three sub-dimensions, including "applying knowledge", "producing knowledge", and "influence of knowledge". The dimension of "evaluating and designing scientific enquiry” consists of 9 items in two sub-dimensions, including "proposing problem" and "designing methods". The dimension of "interpreting data and evidence scientifically" consists of 5 items in two sub-dimensions, including "interpreting data" and "proposing evidence and argumentation". It is suggested that the educational administration authority which examines elementary school teachers’ profession on scientific competences could use the assessment items developed from this study to develop corresponding assessment items.