本研究採準實驗研究法，以南部某國立大學生物科學系修習「大學普通生物實驗」 課程的學生為研究對象，實驗組班級人數22人，對照組班級人數20人。研究過程中，實驗 組學生實施「探究鷹架自我評估策略」，先給予「探究式實驗指示單」作為說明，再給予 「科學探究能力評分準則」作為學習鷹架，與對照組學生進行相同的實驗課程，研究者再 以「科學探究能力評分準則」評量實驗組與對照組學生在實驗報告中探究能力的表現。 研究結果顯示：(一)前測兩組學生的探究能力得分均偏低，代表學生的起始探究能力不 佳；(二)經由共變數分析發現，實驗組的整體探究能力得分明顯優於對照組；(三)進一步 從科學探究能力的各向度及各分向度看來，實驗組在形成問題、處理數據兩向度的得分均 明顯優於對照組，並在概念的運用、問題的形成、數據的適切性、數據的紀錄、數據的組 織、數據的轉換等分向度實驗組的得分均優於對照組；(四)在學生感受方面，多數的學生 (95.5%) 認為使用「科學探究能力評分準則」對他們的學習是有幫助的。

This quasi-experimental study aimed to examine the effect of using a self-assessment strategy on college students’ ability of scientific inquiry. Two classes of biology major students from a university in southern Taiwan were selected as an experimental group (22 people) and a control group (20 people). The experimental group read scoring rubrics before starting a biology practical course. The control group did not read scoring rubrics before starting another similar course. Students’ scientific-inquiry ability and reactions toward the course were collected at the beginning and the end of the courses. The results showed that although both groups of students showed poor ability in scientific inquiry at the beginning of the courses, students in the experimental group made larger progress than the control group. The improvement had six dimensions of “forming a question,” “completing procedures,” “collecting sufficient data,” “organizing data,” transferring data,” and “revising and evaluating.” In addition, 95.5% of the students in the experimental group showed positive attitudes toward the usage of scoring rubrics to scaffold learning.