The purposes of this research, 「Practical Knowledge Renewal of the Science Teacher: Theory Justification, Facilitating Model Construction, Module Design and Application,」 are as follows: (1) Justify the theory of practical knowledge renewal; (2) Take science teacher as subject to further justify the theory of practical knowledge renewal of the science teacher and construct the model for facilitating practical knowledge renewal of the science teacher; (3) Design and apply the modules that help trigger the transition of thought paradigm and the mode of reflection of the science teacher. This research includes the theoretical, applied and technical parts, which will be integrated and adjust each other throughout the three years. The education system, which does change, must company with teacher change. Professional development, always noted in the educational innovation process, can be regarded as facilitating a kind of teacher change. That is to say, teacher change is the origin of teacher professional development. Teacher change refers to changes in the aspects of educational knowing and action. It is argued that changes in action will be hard to sustain without the support from changes in knowing. However, to renew the knowing derived from some thought paradigm or mode of reflection is not easy. Especially to the practical knowledge, a kind of knowing that is based on the repeated, personally meaningful trials and practices. Therefore, whether teacher can renew depends on the mechanism that helps renew practical knowledge, which meanwhile intimately relates to the transition of thought paradigm and mode of reflection. Regretfully, the current research usually focuses on the 「content」 and 「characteristic」 of practical knowledge rather than its 「limit,」 generated in the developmental process, and the key to renewal—thought paradigm and mode of reflection. Besides, in the science education field, the issue is less inquired that how the particularness of science influence the opportunity for science teachers to renew their practical knowledge---those, who have been practicing the knowing on the changeable and verifiable nature and objective attitude of science. Furthermore, most of the findings on thought paradigm or the mode of reflection are written in a research report form, of which circulation surly contributes to the academic development but cannot be applied as a tool to facilitate practical knowledge renewal. That is, it is important for the researcher to convert the research findings to modules, which practitioners can use directly, and to layout module application workshops to collect feedbacks for module revision. According to the above research background and purposes, a mixture of research methods is applied in order to reach the targets: Content analysis, survey, professional consultation and symposium, qualitative case study, and action research.