本研究的目的是想了解科技素養教育介入對科技大學設計學院學生之科技素養概念認知、察覺、態度、及自我效能、行為意向的立即效果。立意選取有意願的生活產品設計系一年級學生共42名為研究對象（實驗組19名，對照組23名）。實施為期四天十二個小時的單元活動（含科技與生活、能源與運輸、營建與製造、分享與回饋），教學方法則應用講述、小組討論、遊戲競賽、錄影帶、繪圖等。實驗組與對照組在教學介入前均接受前測，教學介入後實驗組接受後測及每次的單元活動回饋表，而對照組僅接受後測。 所得資料以百分率、曼特尼U考驗、逐步迴歸分析，結果如下： 一、 實驗組的學生在科技素養概念上的效果，優於對照組的學生。 二、 實驗組的學生在接受科技素養概念教育介入後，其「科技素養察覺度」、「對科技的態度」、「科技素養的認知」、「科技素養的自我效能」、「科技素養的行為意向」等項目上之分數，均比未接受教育介入前進步很多。 三、 參與科技素養概念教育介入的學生在四個單元的教學活動上，不論是教學內容、教學方法，都表示喜歡，且認為幫助很大。並對此次活動的整體評價，如課程組織、教導者本身均持高度的肯定。

　　　　　The purpose of this study is to investigate the effects of intervention on technology literacy of design-major students in the college of design in terms of their recognition, perception, attitudes, self-efficacy, and behavioral intention of technology literacy. We purposely sampled 42 first-year volunteer students from the department of product design (19 for the experiment group and 23 for the control group). Session activities of 12 hours lasting for four days (on technology and life, energy and transportation, construction and manufacturing, and opinions sharing and feedback) were conducted. Instructional methodologies included direct lecturing, group discussion, game competition, video viewing, and drawing. Both groups were pre-tested before the intervention. The experiment group was post-tested and was asked to fill out the unit activity feedback sheet while the control group was only post-tested. Data collected were analyzed by percentage, Mann-Whitney U-test and step regression analysis. The analysis indicated the following findings: 1. Students from the experiment group performed better in the concepts of technology literacy than those from the control group. 2. Students from the experiment group improved significantly on their scores of "awareness of technology literacy", "attitude toward technology literacy", "perception of technology literacy", "self-efficacy of technology literacy", and "behavioral intention of technology literacy" in the measurement compared to that of before the intervention. 3. Students participated in the intervention reported satisfaction on all the four teaching units both in content ad methodologies. They regarded the intervention course as enjoyable and helpful. They also highly evaluated the overall activity; the curriculum structure and instructor himself were both highly recognized.