本研究旨在以數位說故事為教學方式，透過與科學想像力與海洋課程的結合，實施海洋數位說故事科學想像力課程。研究採介入式教學方式，以單一組學生前後測揭露學生於海洋數位說故事科學想像力課程後之科學想像力、科學學習態度，以及學習歷程之發展。研究者針對高雄市某公立國小四年級22位學生進行為期9週18小時的教學，並且透過學生課堂成果、課室觀察、團體訪談、數位說故事科學想像力量表，以及海洋科學學習態度量表等工具暸解海洋數位說故事科學想像力課程對學生的影響。研究發現在數位說故事的應用下，能有效的提升學生的海洋科學學習態度以及想像力的培養；於學習歷程的表現，學生的數位說故事和想像力皆展現良好的程度，然而在動態修正階段學生需要更多的練習和引導來達到高程度的表現。

The purpose of this present study is to reveal whether digital storytelling scientific imagination project has influence on students’ digital storytelling scientific imagination ability and to exhibit students’ learning processes. 22 fourth grade students from an elementary school in southern Taiwan participated in this study. Data were collected via students’ artifacts, marine science learning attitudes questionnaire, digital storytelling scientific imagination questionnaire, class observations, and interviews. Data were analyzed using both qualitative and quantitative methods. The results identified marine digital storytelling scientific imagination project has significant influences on students’ marine science learning attitudes and digital storytelling scientific imagination ability. The students’ learning processes have revealed that they have reached high level of digital storytelling scientific imagination model. Dynamic adjustment stage was found heard to reach high level which required more practices and guidance for students. Several suggestions for further research were also discussed.

Table of Contents
I. Introduction p.1
II. Literature Review p.5
2.1 Digital storytelling
2.2 Learning attitudes toward science
2.3 Scientific imagination
2.4 Digital storytelling scientific imagination
2.5 Purpose of the study
III. Methodology p.20
3.1 Participants
3.2 Study Design
3.3 Classroom setting
3.4 Data collection
3.5 Data analysis
IV. Results p.43
V. Conclusion & Discussion p.72
VI. References p.80
VII. Appendix p.87

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