本研究的主要目的在探討使用「科學探究能力評分規準」作為實驗課程的學習鷹架並據以進行自我評量策略對學生科學探究能力的影響。研究採準實驗研究設計方式，以某大學普通生物實驗課程兩個班級學生分別作為實驗組及對照組。實驗組在本研究的教學策略下進行探究式實驗，對照組則進行傳統實驗課程，在每次實驗後對學生的成果報告進行評分並收集相關質性資料，比較兩組學生科學探究能力表現之差異，並分析實驗組自我評量情形以及學生學習感受問卷，以瞭解策略使用狀況。另外，進一步探討學習動機對學習成效的影響。
本研究的主要結果摘要如下：
1. 在此策略下，學生在「問題的形成」、「步驟的完備性」、「數據的適切性」、「數據的組織」、「數據的轉換」、「檢視與評估」等六個分項能力上達到顯著差異，主要屬於「溝通與傳達」及「科學探究的本質」兩個層面。
2. 質性資料方面，可看出實驗組學生在四個探究能力向度上呈現階段性的改變，逐漸能提出自己的探究問題，且會試著將實驗結果作轉換以增進科學研究的溝通傳達。
3. 教師評分與學生自評分數的相關性有逐漸上升的趨勢，但有效自評與無效自評學生的學習成效並未達顯著差異。
4. 近八成學生認同自我評量策略，認為有助於科學探究能力的提升，但有少數學生有適應上的困難或是覺得時間及自我能力限制其表現。而在學生學習動機分項中，對課程的「科學學習價值」以及「態度」兩分項的得分與探究能力表現達顯著相關，影響學生在此策略下的學習成效。

The main purpose of this study was to explore the influence of using "scientific inquiry ability scoring rubric" to be the learning scaffold and self-assessment stratagem in experiment curriculum on students' scientific inquiry ability. A quasi-experimental study was implemented in a university for one semester. Of the two classes participated in this study, one received the designed teaching stratagem and the other the traditional experiment curriculum. Students' reports were scored and sufficient data of quality were collected after each experiment to test the differences of the two classess, further analysed the self-assessment data and learning-questionnaire to assess students’ perceptions. In addition, the influence of students' motive on learning was also investigated.

The results obtained from this study are summarized as follows:

1. Among six abilities studied those belonging to "Nature of scientific inquiry" and "Communication"（”forming a question”, ”the completeness of procedures”, ”the sufficiency of data”, “the organization of data”, “transferring data”, “reviewing and evaluating”）had a greater progress under this stratagem.
2. Students changed step by step on four inquiry-ability dimensions (i.e., bring up self inquiry questions, try to transfer data to improve science communication etc.) during this investigation period.
3. The correlation between assessments of teachers' and those of students' increased gradually, but there was no significant difference in performance between hit and miss self-assessors.
4. Students had positive attitudes toward the self-assessment questionnaire. About 80﹪students accepted that using the rubrics was beneficial for learning."Attitude" and "Science Learning Value" are the two items of students' motive that showed significant relation with their learning effects.

第一章 緒論
第一節 研究背景與動機---------------------------------------7
第二節 研究目的與問題---------------------------------------10
第二章 文獻探討
第一節 實驗課程的角色與發展---------------------------------11
第二節 科學探究能力的內涵-----------------------------------15
第三節 實作評量與自我評量-----------------------------------23
第三章 研究方法
第一節 研究架構---------------------------------------------27
第二節 研究流程---------------------------------------------28
第三節 研究對象與課程安排-----------------------------------30
第四節 研究者的角色-----------------------------------------32
第五節 研究工具---------------------------------------------33
第六節 資料收集與分析---------------------------------------45
第四章 結果與討論
第一節 學生科學探究能力的初始表現---------------------------47
第二節 兩組學生科學探究能力表現的差異-----------------------54
第三節 實驗組學生在課程中的改變情形-------------------------63
第四節 自我評量分析與學生學習感受---------------------------73
第五節 學習動機對學習成效的影響-----------------------------80
第五章 結論與建議
第一節 結論-------------------------------------------------85
第二節 建議-------------------------------------------------92
參考文獻
中文部份-----------------------------------------------------94
英文部份-----------------------------------------------------94
附錄------------------------------------------------------------98

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