科學傳播領域投入大量的心思探討科學素養與媒體識讀能力對於閱聽眾的重要性，一方面是因為閱聽眾有基本的科學素養才足以理解新聞報導中的科學或科技知識，另一方面，透過媒體管道接觸訊息，閱聽人應該要有基本的媒體識讀能力，也就是對於媒體內容能有獨立思考與批判的能力，但卻忽略了媒體中偽科學內容的存在與閱聽眾本身的偽科學信念對於傳播可能的影響與阻礙，這是過去文獻中不曾考量的現象，有鑑於此，本研究綜合探討目前大學生的科學素養、媒體識讀能力與偽科學信念的程度，科學素養、媒體識讀能力與偽科學信念之間的關係，以及媒體使用對其偽科學新聞辨識能力的影響。 本研究於台灣北、中、南、東四地區抽樣調查共1190名大學生，研究結果顯示，大學生在科學素養與媒體識讀能力的表現普通，相信偽科學的程度也不低；而就不同的偽科學信念主題來說，大學生較無法辨識以商業為主題的偽科學。本研究也發現科學素養與媒體識讀能力呈現正相關，與偽科學信念間無顯著相關，而媒體識讀能力與偽科學信念則呈負相關。同時，媒體時間接觸越長的人，其偽科學信念越高，特別是電視的影響最深。在控制多重可能影響的基本背景變項後發現，媒體識讀能力與偽科學信念為解釋偽科學新聞辨識能力的有力變項，本研究論文最後針對這些發現作進一步的討論與建議。 / The current study explores the roles of scientific literacy and media literacy in how people understand or believe the pseudoscientific content in news. Scientific literacy has been considered as an important concept in science communication research for it may explain how well people are able to understand the knowledge in news content, while media literacy is the ability of an audience to think independently and critically of the information provided by media. Past students, however, have not yet suggested a complete picture of how scientific literacy and media literacy together influence audiences’ processing of science news. Past studies have also not yet widely explored pseudoscience in media or its impact on audiences. Pseudoscience subjects such as astrology and medical quackery can be easily found in media content today, even news, with exaggerated or unproved claims. It remains unknown how publics receive such media information, particularly since audiences have preexisting beliefs relevant to these pseudoscience subjects that would be influential. Thus, the present study is aimed to depict the relationship of science literacy and media literacy in reading pseudoscientific news with consideration of audiences’ pseudoscientific beliefs. A survey on college students in Taiwan was conducted with a nation-wide stratified sample of 1190. The results first showed that college students are at mediate levels of scientific literacy and media literacy, and the scores of their pseudo-scientific beliefs are not low, particularly on the pseudoscientific subjects that have a marketing theme or a commercial purpose. The findings also showed that scientific literacy is positively related to media literacy and not significantly related to pseudoscientific beliefs; media literacy is negatively related to pseudo-scientific beliefs. In addition, the study found that media use is positively related to pseudoscientific beliefs; especially the viewing of television. Hierarchical regression analyses further showed that media literacy and pseudo-scientific beliefs have significant effects on how pseudoscience content in news is believed. The implications of the findings and recommendations for future studies are discussed at the end.