本文依循行動研究的理念，藉由訪談錄音、教室錄影、學習日記等行動方案現場收集到的多元資料，以及協同研究者的對話，研究者事後的省思及觀察研究教師的定期召開會議等等方式，探尋學習日記在自然與生活科技領域實施的可能性。
本研究發現，多元化的觀點是教師引導學習日記活動的礎石，包含了教學活動、分享方式以及獎勵方式的多元化等，教師應體會到每個孩子的多元，以欣賞、同理、鼓勵、協助的觀點來引導學 生。
在書寫的引導中發現，範例日記提供學生書寫的樣版，有助於學習日記的寫作；同儕互相觀摩日記活動，讓學生知道自己的優缺點，也從同學的日記引發見賢思齊之效；教師的回饋具有引導學生書寫的功能，並提高書寫動力。
學習日記具有如下的功能：啟動學生的後設認知，促進認知學習、促進觀測活動的延續、誘發自主學習、喚醒舊經驗、練習提問、滿足溝通需求、提高上課的專注度、修正學習錯誤等。對教師而言，學習日記提供教師收集學生學習訊息的有力管道，藉以評鑑課程與教學，進而修正。學習日記是教師與學生協同學習的平台，不僅學生受惠，同時也促成了教師的專業成長。

An action research was conducted to exam using a learning journal in science class. Multiple data sources, such as tape-recording, videotaping, learning journal, discuss with collaboration researchers and meeting with the observing teacher, were collected during the study period.
The outcomes of this research make me to believe that the multiple perspectives are the base to guide the students to write a learning journal. It means multiple instructions, multiple sharing ways and multiple rewards. Teachers should know that every students are so different, we should be admired, empathy and helpful to guide our students to write.
Some strategies are valid to guide students to write a science journal, such as showing a writing sample, sharing one’s learning journal to others then discussing about it. The teachers’ feedback makes students know how to write, and empower them to write. The learning journal let students to improve metacogniction and to learn to be more independent, to keep observing activities, to recall, to revise a wrong input, to practice asking questions and to pay more attention to learn. For teachers, the learning journal provides a useful way to collect information from students to evaluate our teaching, and then we can revise our instruction strategies. Learning journal is a text for
learning, not only for students but also for teachers.

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