社會性科學議題與桌上遊戲是21世紀培養學生科學素養能力的良好潛力教材之ㄧ。本研究結合科學桌遊與社會性科學議題，設計天佑臺灣科學桌遊其主題為探討臺灣經濟發展與生物保育的兩難議題，讓學生透過小組團隊合作的形式能實際的操作、做抉擇、溝通交流，培養學生能進行不同立場的反思與科學素養能力。
本研究除了設計社會性科學議題桌遊外，亦提出科學桌遊學習模式(scientific board game learning mode, SBGLM)，幫助教師能了解桌遊教學的過程與步驟。SBGLM可區分為四部分:前置、促發、過程、精緻，使學校教師在使用科學桌遊教學有參考的教學架構；其次，本研究對於學生的桌遊過程錄影資料進行編碼整理分析，進一步提出學生桌遊遊玩過程中具有六種狀態，放棄、失望、探索、投入、互動、目標；另外，也具有六種行為表現，無聊、分心、提問/聆聽、對話、思辨/抉擇、主張。研究對象涉及國小、國中、高中、大學等的不同學習階段的學生，共有73位國小學生、59位國中學生、34位高中學生、25位大學生。桌遊的教學過程持續時間各不相同，國小學習階段的課程進行120~180分鐘；高中學習階段的課程進行300~400分鐘；大學學習階段的課程進行300分鐘。本研究共收集學生的生物相關的科學概念認知前、後測量表、開放式題目學習單、課室錄影資料編碼分析、桌遊遊玩過程結果、團體訪談資料等等。
研究結果顯示，學生在生物概念認知具有良好的成效。國小學生在開放式題目學習單顯示，56%的國小學生認為消滅外來種對於生物保育是重要的；41%的國小學生在桌遊過程中感受到外來種繁殖力強的現象。經過前後測成對樣本t檢定，國中、高中、大學學生在生物相關認知成效皆具有顯著的進步，並達到中等程度的效果量。課室錄影編碼資料分析結果顯示，1.桌遊過程階段會影響學生的桌遊參與狀態與行為表現，相同的桌遊過程階段具有相近的趨勢；2.學生達到目標狀態是困難的，需要授課教師的引導鼓勵；3.在桌遊過程結果中，學生有發生行為的改變並且嘗試對任務目標進行問題解決；4.不同的教師進行桌遊教學，確實會影響學生在桌遊過程中產生不同的參與狀態與行為表現。

Socioscientific issues and board games are among the best potential textbooks for cultivating students' scientific literacy in the 21st century. This study combines scientific board games with socioscientific issues, which designs a “Be blessed Taiwan” board game. The theme of the board game is to discuss the dilemma of Taiwan ’s economic development and bio-conservation. It allows students to practice, decision making, and communicate through teamwork. Through the board game can cultivate students' scientific literacy and reflection in different positions.
In addition to designing board games for socioscientific issues, this study also proposes a scientific board game learning mode (SBGLM) to help teachers understand the process and steps of board game teaching. SBGLM can be divided into four parts: pre-process, priming, playing period, and elaboration, so that school teachers can refer board games instruction. Second, according to the video records in the classroom, and further proposes that students have six states during the board game play process. For example, giving up, disappointment, explore, attention, interaction, and goal; and students have six kinds of behavior. For instance, boring, distract, asking/listening, communication, critical thinking/making decision, claim/position.
There were 73 primary school students, 59 middle school students, 34 high-school students, and 25 college students. The duration of the board game teaching process is 120 ~ 180 minutes for elementary school learning; 300 ~ 400 minutes for high school learning; 300 minutes for university learning. The data collection collects students' biological and related scientific concepts pre-test and post-test, open-ended learning sheets, classroom video data coding analysis, playing process results in the board game, group interviews, and so on.
The research results showed students have a good effect on the concept of biology. Elementary school students in the open-ended questionnaire showed 56% of elementary school students think that the elimination of exotic species is important for bio conservation. And there were 41% of elementary school students feel that the alien species have strong fertility during the board game. The paired sample t-test analysis results showed that junior high school, high school, and college students have made significant progress in bio-cognitive learning, reaching a moderate level of effect. The data results showed that "Be blessed Taiwan" socioscientific board game instruction can effectively help students achieve biological cognitive learning. The analysis results of classroom video coding data showed that 1. The stage of the board game process will affect the student ’s board game participation state and behavior performance, and the same stage of the board game process has a similar trend. 2. It is difficult for students to achieve the goal state, which needs guidance and encouragement from the instructor. 3. In the results of the board game, students have changed their behaviors and tried to the problem solved the objectives of the task in the board game.4. Each teacher uses the same board game for teaching, which will affect students' different participation states and behaviors during the board game.

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