本研究旨在透過文獻分析法，探究中小學女學生在科學方面所存有的自我意象、該自我意象的發展歷程，以及影響此發展歷程的相關因素。從文獻探討中得知，所謂「學生在科學方面的自我意象」，是指學生認為自己在科學上是怎樣一個人及具備怎樣能力的心理圖像，而中小學女學生在科學方面的自我意象是負面的、模湖不清的，或認為自己不像科學家及科學探究者。至於中小學女學生在科學方面的此種自我意象的發展歷程，乃是從家庭生活中逐漸形成，並經由與學校教師及同學的互動下，以及社會文化與大眾媒體影響下，進一步強化其負面的科學自我意象。是故，社會文化、家庭教育、學校教育、科學本身的性質，乃至大眾媒體，均是影響中小學女學生在科學方面所存有的自我意象的發展歷程之相關因素。

The purpose of this study is to explore the scientific self-image of female students in primary and secondary schools, the development process of this self-image, and the related factors that affect this development process through literature analysis. From the literature review, it is known that the so-called "students' self-image in science" refers to the mental image of what students think they are in science and what kind of ability they have. Elementary and secondary school girls' self-image in science is negative, ambiguous, or don't think of themselves as scientists and scientific inquirers. The development of this kind of self-image of female students in science in primary and secondary schools is gradually formed from family life, and through the interaction with school teachers and classmates, as well as under the influence of social culture and mass media, further reinforces its negative scientific self-image. Therefore, social culture, family education, school education, the nature of science itself, and even the mass media are all relevant factors that affect the development of the self-image of primary and secondary school girls in science.