本研究應用修訂之「大慧調查法」，以國小自然科師資教育學者及參與國小自然科課程研究發展之國小教師為研究對象，分別對生物學、物理學、化學及地球科學四部分進行概念之修訂及增刪，建構具有前瞻性的「適合國小階段學生學習之自然科概念表」。調查結果顯示，專家群對各概念適切性的評比頗為一致，其「評分者間信度」以Kendall Coefficient of Concordance (W)表示時達0.18～0.27，均達顯著水準。
本研究再以「適合國小階段學生學習之自然科概念表」之生物學部分，發展並效化「自然科教材能力測驗：生物學(SSCT:Biology)」，以探究職前國小教師的自然科(生物)教材能力。研究結果顯示，SSCT:Biology的「內部均質性信度」以Cronbach α係數表示為0.84，內容效度、同時效度及構念效度的考驗亦均稱滿意。這個結果顯示SSCT:Biology是評測職前國小教師自然科(生物)教材能力之良好工具。
當以SSCT:Biology探討不同系別的職前國小教師的自然科(生物)教材能力時，結果發現，數理系學生的自然科(生物)教材能力顯著高於非數理系學生及藝能科系學生。
職前國小教師的自然科(生物)教材能力與其在高中階段所修習之自然科課程有關，選考第三類組的學生的自然科教材能力顯著高於選考第二類組及第一類組的學生。
以二因子變異數分析考驗自然科(生物)教材能力與其高中階段的自然科學習背景及在師資教育學程中選修數理學科的狀況兩變項間的關係，結果顯示，數理系樣本中選修自然組的學生之自然科(生物)教材能力顯著高於選修數學組的學生。入學時選考第三類組者之自然科教材(生物)能力顯著高於選考第二類組者；而選修組別及選考組別之間並無交互作用存在。故職前國小教師的自然科(生物)教材能力與其高中階段修習自然科(生物)情況有關，也與師資教育學程中選修自然組或數學組有關。
本研究的結果不但可提供國小師資教育學程規畫師資教育課程的參酌，而且對職前國小師資之自然科(生物)教材能力之培養及評量，以及教師素質之提昇均可有所助益。

This study employed modified Delphi technique to identify a "List of Science Concepts adequate for learning of Elementary Students". The expert groups were elementary science teacher educators and teachers who have been taking part in the elementary science curriculum development study. During the processes of Delphi survey, the experts were asked to revise and rate the adequacy of a concept list consisted of key concepts in the areas of Biology, Physics, Chemistry, and Earth Science. The results indicated that the ratings of adequacy of the concept list were congruent. The interjudge reliabilities as shown by Kendall Coefficient of Concordance (W) which ranged from 0.18 to 0.27 were statistically significant.
Based upon the biology concepts identified in the "List of Science Concepts adequate for learning of Elementary Students", the Science Subject-matter Competency Test: Biology (SSCT: Biology) was developed, validated, and used to investigate the science subject-matter (Biology) competency of the preservice elementary teachers. The results revealed that the internal consistency reliability (Cronbach α coefficient) of the SSCT: Biology was 0.84. Further data analysis showed that the content validity, concurrent validity and construct validity of the SSCT:Biology were satisfactory. These results indicated that the SSCT:Biology is a suitable instrument for measuring science subject-matter competency (Biology) of preservice elementary teachers.
The results of the study revealed that preservice elementary teachers from the Department of Mathematics and Science scored significantly higher on the SSCT:Biology than those from the departments other than the Department of Mathematics and Science and those from the Department of Artisan.
The science subject-matter (Biology) competency of preservice elementary teachers correlated significantly with the kinds of science elective courses studied in senior high school. Preservice elementary teachers who were biology-majors in senior high school scored significantly higher on SSCT:Biology than those who were physical science and liberal arts majors.
Two-way ANOVA was employed to investigate the relationships between the subject-matter (Biology) competency of preservice elementary teachers in the Department of Mathematics and Science, and the kinds of science elective courses studied in senior high school, and science elective courses taken in preservice program. The results showed that preservice elementary teachers who are majoring in science in preservice teacher education program scored significantly higher on SSCT:Biology than those who were majoring in mathematics. Preservice elementary teachers who were majoring in biology in senior high school scored significantly higher on SSCT:Biology than those who were majoring in physical science. No interaction was found between the kinds of science elective courses studied and marjors in preservice teacher education program. These results indicated that the proficiency in science subject-matter (Biology) competency of preservice elementary teachers was closely related to the kinds of science elective courses studied in senior high school and majors in preservice teacher education program.
The results of the study should have great implications on the improvement of curriculum planning of the elementary teacher education program, and the upgrading of elementary science teacher quality in general. The study should also be of value in improving the development and assessment of science subject-matter competency of preservice elementary teachers.