本研究旨在設計、實施創造性舞蹈教學應用於國小自然與生活科技領域課程，探討教師在實施此課程之過程中所遭遇的困境和解決方法，以及學生之學習成效。
本著「教師即研究者」之教育理念，採用行動研究法，其中有兩位合作之研究諍友，而研究對象為研究者任教之國民小學三年級中某一班學生，實施每週一至二節，七週共計十一節的課程。
所有的教學活動全程現場錄音、錄影記錄。諍友之觀察記錄、研究對象與諍友之訪談記錄、學習單、教師反思日誌作為研究資料之來源。指導教授與專家之建議為本研究課程修正之依據，並採用三角檢核以提升本研究的信實度。
從本行動研究之反思與修正之歷程中，得到以下發現：
一、在創造性舞蹈教學應用於自然與生活科技領域的學習活動中，能提
升學生過程技能、科學態度及思考知能等科學素養。
二、透過肢體的探索、模仿、創造等活動，增進學生對自我的身體認
知。
三、情境活動的體驗以及教學資源的運用能引起學童的學習興趣，大
部分的學生也都喜歡此動態的學習方式。
The purpose of this research was aimed at designing and implementing the creative dance teaching methods applied to science and technology field in elementary curriculum. Through this investigation the obstacles and solutions for the teacher practitioners, and the performance of the students could be reaveaed.
Based on the notion of “the teacher as research”, action research was adopted as the methodology. In this study two research collaborators were involved, the target students were a class of third-graders among the class which researcher were in charge. There were one or two classes per week and took place across seven weeks.
The observation, discussion, suggestion, of the collaborators and expertise and the reflection journal, peer review, student evaluations and feedback of were recorded by audio and video. Based on these collected data and documents the triangulation research will be fulfilled.
Three discoveries of this action research as follows:
1. Through learning process students could promote their learning skills such as process skills, knowledge and other scientific attitude and thinking of scientific literacy.
2. Through physical exploration, imitation, and creation activities students can develop their body awareness.
3. The active learning process might arouse students' learning interest in learning, most of them prefer this dynamic learning.
