本研究將原住民故事傳說結合動物的科學概念，設計學習環模式的科學讀寫親子共學方案，以探討此教學方案對原住民語文低成就學童在科學讀寫能力的影響及親與子對教學方案的滿意度。本研究採混合研究法，邀請7對低語文成就的原住民親子接受每次2小時、6次、共12小時的實驗課程，研究者蒐集智能結構學習能力測驗的前後測分數、教學滿意度問卷分數、科學寫作作品和親子共學觀察資料、進行描述性統計和質性分析。研究結果顯示科學讀寫親子共學方案能助益原住民學童的科學讀寫，但進步程度有其個別差異，原住民親子對教學方案的滿意度為「佳」。最後依據結論，提出建議，以提供多元文化教育研究者及教師設計科學讀寫親子共學方案的參考。

A program for parent-child scientific reading and writing co-learning using aboriginal traditional stories and legends was designed and a learning cycle teaching model were applied to teach students scientific concepts. In order to explore satisfaction and the impact of the teaching program on underachieving aboriginal students, 7 aboriginal parent-child pairs were invited to join the program that took about 12 hours (2 hours each time, a total of 6 times). Reports of the structure of intellect (SOl) before and after the intervention, scientific writing documents and parent-child observing data were collected. Both quantitative and qualitative analytic techniques were used in the current study. Research results show that students were satisfied with and benefited from the parent-child science co-learning program, but the level of improvement varied from person to person. Several suggestions were proposed for multiculturaleducation researchers and teachers.