本研究旨在了解目前四年級學童所持有的個人與非個人科學家意象，並探討科普讀物閱讀活動對四年級學童的個人與非個人科學家意象之影響。採準實驗不等組前後測設計，研究對象為桃園縣同迪(化名)國小兩班四年級學童(N=61)，其中一班為實驗組(N=32)，接受科普讀物閱讀活動，另一班為對照組(N=29)，接受自主閱讀活動。研究工具包括：「畫科學家測驗」、「畫科學家測驗檢核表」、「從事科學活動意願調查表」、「科普讀物閱讀活動之感受問卷」與半結構式訪談大綱。研究的主要結論如下：1.本研究中使用九年一貫自然與生活科技教科書的四年級學童所持有的個人科學家意象(即從事科學活動的意願)為中等，換句話說，學童不排斥從事科學活動，但也不會積極主動從事科學活動。2.參與本研究的四年級學童所持有的非個人科學家意象(即不考慮個人喜好下對科學家的看法)平均具有5.28個刻板印象，主要包含：穿實驗衣、研究象徵(如：燒杯、試管、錐形瓶、量筒等)、男性、在室內工作等四種。3.本研究所設計之科普讀物閱讀活動能顯著促進學童建構正向個人科學家意象，但其成效與自主閱讀活動並無顯著差異。4.本研究所設計之科普讀物閱讀活動能促進學童建構多元的非個人科學家意象，並顯著降低學童對科學家的刻板印象程度，且其成效與自主閱讀活動有顯著差異。5.不論是在自主閱讀或科普閱讀活動實施前或實施後，學童在考量是否願意成為科學家時，從科學家工作內容與價值來考慮的人次最多，其次是個人的興趣與志向，從自我評價來考慮的人次最少。6.影響學童非個人科學家意象的因素包含課外讀物、電視、教科書與影音教材、父母、網路資源等五大類，其中最主要的因素為課外讀物。7.不論是在自主閱讀或科普閱讀活動教學的情境下，參與本研究的四年級學童之個人科學家意象與非個人科學家意象之間均無顯著的相關性。8.接受科普讀物閱讀活動的實驗組學童對科普讀物閱讀活動的看法與對科普讀物閱讀活動的興趣均為正向，學童最喜歡的科普讀物閱讀活動類別是「共讀」和「指定閱讀」，其次為「閱讀分享與討論」。喜歡共讀者的主要理由為可獲取知識，而喜歡指定閱讀者的主要理由是免上台報告分享。9.接受科普讀物閱讀活動的實驗組學童最喜愛的共讀方式是一邊聆聽文本朗讀錄音檔，一邊閱讀文本，而結合遊戲的閱讀分享方式亦是學童的最愛，不過學童多以進行方式的趣味程度作為選擇依據。最後根據研究的結論，提出具體的建議，以作為爾後相關研究以及教師教學之參考。

The purpose of this study is two-fold: (a) to understand the fourth grade students' personal and impersonal images of scientists; and (b) to investigate the effect of reading activities of popular science books on the fourth grade students' personal and impersonal images of scientists. The study adopted a quasi-experimental pre-post design. The subjects were sixty-one fourth grade students from two classes in an elementary school. The two classes were randomly assigned to perform reading activities of popular science books (experimental group, N=32), and activities of independent reading (control group, N=29). The instruments used include “Draw-A-Scientist Test”, “Draw-A-Scientist Test Checklist”, “Willingness of Participating Science Activities Scale”, “Reading Activities of Popular Science Books Feeling Questionnaire” and an interview guide. The conclusions are as follows: (a) under the current Grade 1-9 Curriculum, the personal images of scientists (the willingness to participate in science activities) of the fourth grade students in this study is median, in other words, while the students would not reject the science activities, they are not very enthusiastic about the science activities; (b) the average number of stereotyped images of scientists (impersonal images of scientists) held by the fourth grade students in this study is 5.28, the stereotyped images of scientists mainly includes lab coats, symbols of research (beakers, tubes, conical flasks and volumetric cylinders etc.), male, doing work indoors etc; (c) the reading activities of popular science books designed by this research can significantly improve students' personal images of scientists. However, there is no significant difference comparing to those having activities of independent reading; (d) the reading activities of popular science books designed by this research can significantly improve students' impersonal images of scientists, and there is a significant difference comparing to those having activities of independent reading; (e) regardless of having reading activities of popular science books or activities of independent reading, the considerations of the majority of students to be a scientist in future are mainly based on the content and the value of the scientific work; (f) factors influencing students' impersonal image of scientists are extracurricular reading books, televisions, textbooks and video teaching material, parents and internet; (g) regardless of the context of reading activities of popular science books or activities of independent reading, there is no significant correlation between students’ personal and impersonal images of scientists; (h)
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students who perform reading activities of popular science books have positive attitudes toward reading activities of popular science books and show interest in reading activities of popular science books. Finally, the suggestions for future research and the implications of the results were discussed.

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