本研究採詮釋性研究法探討二位實習生物教師在教學情境中使用類比、發問的情形，並分析影響其使用類比、發問的學科教學知識成份，及二位實習生物教師使用類比、發問對學習者的影響作初步的探討，以初步了解其對科學教育的意義。
結果顯示兩位教師發問型式主要以閉鎖性問題為主，較少使用開放性問題，在發問的技術上兩位教師皆知與生活相連接以引起動機，且這樣的技巧都能引起學生的回饋；而類比的使用次數相較於發問有明顯偏低的情形，在使用類比時顯示二位個案教師並不一定是目標物抽象才使用類比而多半是想比就比，對類比物的提出多半認為只要是日常生活想得到的就應該蠻恰當的，因此教師較少對目標物和類比物進行分析，而對於類比使用的認知只停留在類比重要性的認知，對於何時使用類比、如何使用類比二位實習生物教師有較少的認知。
本研究將學科教學知識(PCK)的組成分成學生知識、自我知識、環境知識、教學知識、學科知識，而分析影響發問的PCK成份包括學生是否回饋（學生知識）、教師人格特質（自我知識）、教學信念（自我知識）、社會期望（環境知識）、教室環境（環境知識）、發問表徵知識（教學知識）、教材內容知識（學科知識）、實例（學科知識），而影響類比的PCK成份包括教學信念（自我知識）、學習別人使用類比經驗（教學知識）。
就兩位教師使用發問和類比的成效言，未經精緻化類比和低層次發問對學生科學素養的培養實在非常有限，因此應建議教師在使用類比和發問時，應多使用高層次的發問和經過精緻化的類比。

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