本研究旨在探討七年級學生對遺傳相關新聞的批判性閱讀理解概況，並探究學生對遺傳相關新聞中的遺傳概念辨識表現與對科學新聞的知覺。研究採便利取樣，第一階段選取台北縣市國中七年級學生275人，以「批判思考測驗－第一級」問卷調查學生的批判思考能力；第二階段再由其中213人根據前述問卷的批判思考定義批判閱讀兩篇遺傳相關新聞，瞭解學生的判讀能力，並輔以半結構晤談深究學生的想法。經過描述性統計與皮爾森相關分析處理調查數據，並以「批判思考測驗－第一級」分項能力形成編碼架構分析學生判讀表現，配合晤談資料彙整後，本研究主要結論如下：
一、 七年級學生的批判思考測驗結果與學生判讀遺傳相關新聞的能力表現並不一致；
二、 七年級學生的遺傳相關新聞判讀能力與其批判思考測驗結果在說明型文本中呈負相關，在敘述型文本中呈無相關，學生的判讀能力可能受到文本類型限制；
三、 七年級學生辨識新聞中遺傳概念的表現在敘述型文本中較佳，但未有證據顯示學生能理解其辨認出來的遺傳概念；
四、 七年級學生對科學新聞的知覺可分為信服、立場搖擺跟以自我信念為主三種，他們缺乏對新聞的平等態度。
最後，研究者並根據研究結果，對未來教學以及研究提出建議。

中文文獻
沈家平(2003)：STS模式教學對學生批判思考能力之影響。台北市：國立台灣師範大學物理研究所碩士論文。
余陽洲(2005)：閱聽大眾的新聞入門。載於成露茜、羅曉南(主編)，批判的媒體識讀(93-102頁)。台北市：正中。
余陽洲(2005)：閱聽人當家作主－單兵作戰篇。載於成露茜、羅曉南(主編)，批判的媒體識讀(243-254頁)。台北市：正中。
吳惠琪(2004)：高中學生科學閱讀歷程與閱讀策略之研究。台北市：國立台灣師範大學生命科學研究所碩士論文(未出版)。
吳靜吉、鄭英耀和王文中（1992）：華格批判思考量表之修訂。國立政治大學「教育心理與研究」，15，39-78。
施宇程(2005)：閱讀理解策略教學對小五學生批判思考之影響。台南市：國立台南大學教育學系課程與教學碩士班碩士論文(未出版)。
柯華葳(1999)：閱讀理解困難篩選測驗施測說明。行政院國家科學委員會特殊教育工作小組印行。
柯籙晏(2003)：從故事敘事看科普敘事：科學普及之敘事研究初探。台北市：淡江大學大眾傳播學系碩士論文。
葉玉珠和吳靜吉（1992）：中小學生批判思考與學業成績之相關研究。國立政治大學「教育心理與研究」，15，79-100。
葉玉珠(2003)：批判思考測驗－第一級指導手冊。台北市：心理出版社。
教育部（2003）：國民中小學九年一貫課程綱要。臺北市：教育部。
黃俊儒和簡妙如（2003）：初探科學新聞之文本結構與教學意涵。中華民國第十九屆科學教育學術研討會。台北：台灣師範大學。
黃俊儒和簡妙如（2005）：科學新聞作為通識教學設計題材之理論與實務。2005以永續生存為導向之通識教育國際研討會。高雄：樹德科技大學。
黃俊儒和簡妙如(2006)：科學新聞文本的論述層次及結構分佈：構思另個科學傳播的起點。新聞學研究，86，135-170。
陳文典（2002）：自然與生活科技學習領域之學習成就－科學素養的評量。自然與生活科技學習領域課程研究手冊，自然與生活科技學習領域教學研究輔導組編輯，教育部暨國立教育研究院籌備處。
陳密桃（1996）：我國台灣地區國中學生批判思考的相關因素及其教學效果之分析研究。國立高雄師範大學教育學系教育學刊，12，71-148。
梁玉芳(1990)：新聞基模之研究－專家與生手知識結構差異之探討。台北市：國立政治大學新聞研究所碩士論文(未出版)。
湯善龍(2003)：科學課文的隱喻使用對閱讀理解的影響－以「電解質」為例。台北市：國立台灣師範大學科學教育研究所碩士論文。
董素蘭(2005)：解讀訊息－以報紙為例。載於成露茜、羅曉南(主編)，批判的媒體識讀(145-157頁)。台北市：正中。
楊坤原(1995)：高一學生認知風格、認知策略、遺傳學知識與遺傳學解題之研究。台北市：國立台灣師範大學科學教育研究所博士論文(未出版)。
鄭宇君(1998)：從科學到新聞－由基因新聞看科學與新聞的差距。台北市：國立政治大學新聞研究所碩士論文(未出版)。
鄭英耀、王文中、吳靜吉和黃正鵠（1996）：批判思考量表之編制初步報告。中國測驗學會測驗年刊，43，213-226。
鄭毓霖(2004)：國小高年級學童閱讀理解能力與批判思考表現之關係。嘉義市：國立嘉義大學國民教育研究所碩士論文。
劉雅筑(2000)：國中學生批判思考、創造思考、閱讀理解策略與閱讀理解成就之相關研究。高雄市：國立高雄師範大學碩士論文。
蘇明勇(2003)：批判思考思考批判：科學中的批判思考教學與評量。科學教育研究與發展專刊，88-115。
讀寫新法：幫助學生學習讀寫技巧（王瓊珠和廖傑隆譯）（2003）。台北市：心理出版社。(原著出版年: 1994年)

西文文獻
Bailin, S. (2002). Critical thinking and science education. Science & Education, 11, 361-375.
Banet, E., & Ayuso, G. E. (2003). Teaching of biological inheritance and evolution of living beings in secondary school. International Journal of Science Education, 25(3), 373-407.
Ben-Chaim, D., Ron, S., & Zoller, U. (2000). The disposition of eleventh-grade science students toward critical thinking. Journal of Science Education and Technology, 9(2), 149-159.
Brill, G., Falk, H., & Yarden, A. (2004). The learning processes of tow high-school biology students when reading primary literature. International Journal of Science Education, 26(4), 497-512.
Chapman, B. S. (2001). Emphasizing concepts and reasoning skills in introductory college molecular cell biology. International Journal of Science Education, 23(11), 1157-1176.
Connor-Greene, P. A. (1993). From the laboratory to the headlines: teaching critical evaluation of press reports of research. Teaching of Psychology, 20(3), 167-169.
DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
Elliott, P. (2006). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Journal of Science Education, 28(11), 1245-1265.
Ennis, R. H. (1993).Critical thinking assessment. Theory into practice, 32(3), 179-186.
Ennis, R. H., Millman, J., & Tomko, T. N. (1985). Cornell critical thinking tests level X & level Z manual. C. A.: Midwest Publications.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. (ERIC Document Reproduction Service No. ED315423).
Fawkes, D., O’meara, B., Weber, D., & Flage, D. (2005). Examining the exam: A critical look at the California critical thinking skills test. Science & Education, 14, 117-135.
Fisher, R. F., Wandersee, J. H., & Moody, D. (2000). Mapping biology knowledge. London: Kluwer.
Glaser, R. E., & Carson, K. M. (2005). Chemistry is in the news: taxonomy of authentic news media-based learning activities. International Journal of Science Education, 27(9), 1083-1098.
Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its role in literacy instruction? In S. Israel & C. Block (Eds.), Metacognition in literacy learning (pp. 3-18). Mahwah, NJ: Erlbaum.
Halkia, K., & Mantzouridis, D. (2005). Students’ views and attitudes towards the communication code used in press articles about science. International Journal of Science Education, 27(12), 1395-1411.
Halpern, D. F. (1998). Teaching thinking for transfer across domains: Dispositions, skills, structure training, and meta-cognitive monitoring. American Psychologist, 53(4), 449-455.
Hurd, P. D. (1998). Scientific literacy: new minds for a changing world. Science Education, 82, 407-416.
Inoue, Y. (2005, April). Critical thinking and diversity experiences: a connection. Paper presented at the meeting of American Research Association, Canada.
Institute for Academic Excellence (1997). Critical thinking and literature-based Reading. (ERIC Document Reproduction Service No. ED421688).
Jarman, R., & McClune, B. (2001). Use the news: A study of secondary teachers’ use of newspapers in the science classroom. Journal of Biological Education., 35(2), 69-74.
Jarman, R., & McClune, B. (2002). A survey of the use of newspapers in science instruction by secondary teachers in Northern Ireland. International Journal of Science Education, 24(10), 997-1020.
Jarman, R., & McClune, B. (2005). Space science news: Special edition, a resource for extending reading and promoting engagement with newspapers in the science classroom. Literacy, November, 121-128.
Kalman, C. S. (2002). Developing critical thinking in undergraduate courses: A philosophical approach. Science & Education, 11, 83-94.
Kamil, M. L., & Bernhardt, E. B. (2004). The science of reading and the reading of science: successes, failures, and promises in the search for prerequisite reading skills for science. In W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 123-139). Newwark, DE: IRA Press.
Keeley, S., Browne, M., & Kreutzner, J. (1982). A comparison of freshmen and seniors on general and specific essay tests of critical thinking. Research in Higher Education, 17, 139-154.
Klein, P. D. (2006). The challenges of scientific literacy: From the viewpoint of second-generation cognitive science. International Journal of Science Education, 28(2-3), 143-178.
Knippels, M. C. P. J. (2002). Coping with the abstract and complex nature of genetics in biology education-the yo-yo learning and teaching strategy. Universiteti Utrecht, Utrecht, The Netherlands.
Kong, L. S. Critical Thinking Dispositions of Pre-service Teachers in
Singapore: A Preliminary Investigation. [Online] Retrieved on 26-06-2007, at URL: http://www.aare.edu.au/01pap/kon01173.htm.
Korpan, C. A., Bisanz, G. L., Bisanz, Z., & Snyder, J. J. (1999). Reading news briefs about science: how education is related to the questions people ask. (ERIC Document Reproduction Service No. ED446924).
Kreber, C. (1998). The relationships between self-directed learning, critical thinking, and psychological type, and some implications for teaching in higher education. Studies in Higher Education, 84(1), 71-86.
Laugksch, R. C. (1999). Scientific literacy: A conceptual overview. Science Education, 84, 71-93.
Maienschein, J., & students. (1998). Scientific Literacy. Science, 281, 917.
Matthews, M. R. (1998). Indefence of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35(2), 161-174.
McClune, B., & Jarman, R. (2001). Making a place for newspapers in secondary science education. In O. de Jong, E. R. Savelsbergh & A. Alblas (Eds.), Teaching for scientific literacy context, competency, and curriculum (pp. 55-70). The Netherlands: Utrecht.
McPeck, J. E. (1981). Critical thinking and education. Oxford: Martin Robertson.
Moravcsik, J. E., & Kintsch, W. (1993). Writing quality, reading skills, and domain knowledge as factors in text comprehension. Can J Exp Psychol, 47(2), 360-74.
Norris, S. P., & Phillips, L. M. (1994). Interpreting pragmatic meaning when reading popular reports of science. Journal of Research in Science Teaching, 31, 947-967.
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
Pappas, C. C., Varelas, M., Barry, A., & Rife, A. (2004). Promoting dialogic inquiry in information book read-alouds: young urban children’s ways of making sense in science. In W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 161-189). Newwark, DE: IRA Press.
Phillips, L. M., & Norris, S. P. (1999). Interpreting popular reports of science: what happens when the reader’s world meets the world on paper? International Journal of Science Education, 21(3), 317-327.
Ratcliffe, M. (1999). Evaluation of abilities in interpreting media reports of scientific research. International Journal of Science Education, 21(10), 1085-1099.
Reardon, J. (2004). Readers are scientists: a reflective exploration of the reasoning of young scientists, readers, writers, and discussants. In W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 209-223). Newwark, DE: IRA Press.
Rutledge, M. L. (2005). Making the nature of science relevant: Effectiveness of an activity that stresses critical thinking skills. The American Biology Teacher, 7(6), 329-333.
Saenz, L. M., & Fuchs, L. S. (2002). Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Remedial and Special Education, 23(1), 31-41.
Shanahan, C. (2004). Better textbooks, better readers and writers. In W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 370-394). Newwark, DE: IRA Press.
Smolkin, L. B., & Donovan, C. A. (2004). Improving science instruction with information books: understanding multimodal presentations. In W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 190-208). Newwark, DE: IRA Press.
Stocklmayer, S. M. (2001). The background to effective science communication with the public. In S. M. Stocklmayer et al. (Eds.), Science communication in theory and practice (pp. 3-22). The Netherlands: Kluwer.
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham: Open University Press.
Zohar, A., Weinberger, Y., & Tamir, P. (1994). The effect of the biology critical thinking project on the development of critical thinking. Journal of research in science teaching, 31(2), 183-196.
Zoller, U., Ben-Chaim, D., & Ron, S. (2000). The disposition toward critical thinking of high school and university science student: An interintra Israeli-Italian Study. International Journal of Science Education, 22(6), 571-582.
Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725.