本研究目的在於探討參與新興科技融入探究式教學的高中學生在科學能力方面的學習成效，藉以瞭解該項由科技部規劃，結合大學新興科技研究學者、科學課程及教學專家、以及高中科學教師各團隊所執行的高瞻計畫實施現況。研究樣本包括10所參與高瞻計畫的高中及高職，各自選取程度、人數相當的參與高瞻計畫之學生與未參與高瞻計畫之學生共710人。利用國際學生學習成就評量（Programme for International Student Assessment,PISA）2015預試（fieldtrial）的情境式能力導向試題為評量工具，遵照PISA的規定及程序進行施測。研究結果發現參與高瞻計畫之學生在PISA2015預試所評量的「解釋科學現象」、「評估與設計科學探究」、「詮釋科學數據及證據」以及上述三項科學能力的總分整體表現，均顯著地優於未參與高瞻計畫之學生。另外，就同樣參與高瞻計畫的學生而言，高中學生在上述科學探究能力的表現仍然顯著優於高職學生。最後針對上述評量結果我們提出在科學課程及教學上的應用及建議。

The purpose of this study was to explore the effectiveness of the High Scope Project (HSP) which was initiated by the Ministry of Science and Technology and focused on integrating emerging technology into inquiry-based science teaching. The project encouraged collaborative cooperation in which scientists, science educators, and high school science teachers worked together collaboratively for the development and implementation of innovative curriculum and instruction. A total of 710 participants were selected from 10 senior and vocational high schools. Each school was asked to select an equal number of students who were involved in HSP and non-HSP students with similar background and academic achievement. With the use of Programme for International Student Assessment (PISA) 2015 Field Trial test items and questionnaires, the standard procedure of PISA assessment was strictly followed. The initial results of data analysis revealed that those HSP students outperform their counterparts on the science competencies of explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. In addition, the performance of HSP students in high schools on the above three competencies are significantly better than those HSP students studying in vocational high schools. Based on these findings, suggestions and implications in science education are addressed.

科學能力 ； 探究式教學 ； 新興科技議題

Science Competency ； Inquiry-Based Teaching ； Emerging Technology