近年來，桌上遊戲(board game；簡稱「桌遊」)已成為教或學的一項輔助工具。許多研究紛紛針對其教育性做探討，結果顯示桌遊能為國小學生的科學教學和學習帶來多方面的成效。本文針對2000至2020年間，國內、外以國小學生為對象的科學桌遊教學實徵研究(不包括數位化桌遊、電腦遊戲等)，進行文獻探討和分析，結果發現：科學桌遊教學研究多數從量化立場出發，質性與混合型研究相對較少；科學桌遊主題多元，包含生物多樣性、昆蟲、疾病防治、運輸、垃圾分類等；科學桌遊大多為卡牌遊戲，而教學使用桌遊的時間平均三十分鐘左右；科學桌遊融入教學不僅可提升學生的科學知識和概念，對於提升學生學習態度、興趣、科學過程技能、問題解決、團隊合作皆有幫助。文末針對未來的科學桌遊設計、教學研究提出相關的建議。

Board games have been widely used in teaching or learning tools in recent years. Many studies explore educational functions of board games, and show that board games benefit students with positive effects on science teaching and learning. In this article, we reviewed the empirical studies (2000-2020) regarding science teaching and learning through science board games(digital board games and video games are not included). The results showed that most of studies adopted quantitative approach and a few adopted qualitative or mixed methods; the topics of science board game included biodiversity, insects, disease prevention, transportation, garbage classification; the main type of scientific board game was “card board games”; the average intervention time of science board game in teaching was about 30 minutes; the teaching through science board game not only improved students’ learning of scientific concepts and knowledge, but also enhanced students’ attitude toward or interest in learning science, science process skills, problem solving skills, collaboration skills. Finally, some implications and suggestions for design of board games and future studies were made.