本研究旨在比較Dewey與Thorndike的教育科學理論，研究法係採「理論分析法」與「思想比較法」。具體而言，本研究從19世紀末美國的教育科學論述環境中，分析出當時所關切的「論題結構」，包含一般性論題、研究對象論題、研究方法之論題，以及教育現象說明論題。這些論題構成了比較兩者的教育科學理論的「比較基準點」。藉此揭示兩者在不同論題的交會與分歧，使比較具實質意義。
研究結果顯示，Dewey與Thorndike的教育科學理論在四個論題產生了持續性的影響，體現在兩種信念之間的擺盪與調適，分述如下：1.一般性論題：教育科學的發展，須在不同的科學觀與社會需求之間尋求平衡。2.研究對象論題：教育科學研究內容的建立，很大程度上即是對於整體與部分關係的證成，總在「整體性」與「原子化」的張力之間來回擺盪與調適。3.研究方法之論題：教育科學研究方法的探討，核心關切在於建構方法與對象之間的關係，始終於「脈絡性知識」與「法則性知識」的張力之間來回拉扯與調適。4.教育現象說明論題：教育科學現象說明的建構，實際上是在理論說明與教育實踐之間尋求平衡，總在「教育科學理論優位」與「教育實踐優位」的張力之間來回碰撞與調適。
依據前述分析成果，本研究針對教育科學的發展，擬具以下建議：1.一般性論題：教育科學應兼顧理論的構建，以及積極回應社會需求，以確立合理性的標準，並提供具有社會效用的價值。2.研究對象論題：教育科學研究內容的建立確立不應由研究方法主導，而應根據教育情境與關係而調整。3.研究方法之論題：教育科學研究方法應針對研究對象的特性彈性調整，避免僵化適用。4.教育現象說明論題：教育科學理論或原理不應直接成為教育實踐的行動規則。

The purpose of this study is to compare Dewey’s and Thorndike’s theories of the science of education. The research employs the theoretical analysis method as well as the comparative method of thought. Specifically, this study analyzes theses that were of concern in the discourse environment of late 19th-century America, including the general thesis, the research object thesis, the research method thesis, and the scientific explanation thesis. These theses serve as a tertium comparationis for comparing Dewey's and Thorndike's theories of the science of education, thereby revealing their intersections and differentiations, thereby giving the comparison substantive meaning.
The findings indicate that Dewey’s and Thorndike’s theories have had a sustained influence across these four theses, manifested in an ongoing oscillation and adjustment between two beliefs, detailed as follows:
1. The General Thesis: The development of educational science must seek a balance between differing scientific perspectives and societal demands.
2. The Research Object Thesis: The establishment of research content in educational science largely serves to justify the relationship between the whole and its parts, as it continually oscillates and adjusts between holism and atomization”
3. The Research Method Thesis: The exploration of research methods in educational science centers on constructing the relationship between methods and their objects, consistently pulling and adjusting between “contextual knowledge” and “law-governed knowledge.”
4. The Scientific Explanation Thesis: The construction of explanations for educational phenomena in educational science essentially seeks a balance between educational theory and educational practice, constantly reconciling between the tension of “theoretical primacy” and “practical primacy.”
Based on the analysis above, the study makes the following recommendations for the development of educational science:
1. The General Thesis: Educational science should strike a balance between theoretical construction and actively addressing societal needs, thereby establishing standards of rationality and providing socially valuable contributions.
2. The Research Object Thesis: The establishment of research content should not be dominated by research methods; rather, it should be adjusted according to educational contexts and relationships.
3. The Research Method Thesis: Research methods should be flexibly adapted to the characteristics of the research objects rather than being rigidly applied
4. The Scientific Explanation Thesis: Theories or principles in educational science should not be directly translated into prescriptive guidelines for educational practice.

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