服務學習是服務與學習的結合，為教育學者JohnDewey所提倡「從做中學」 (learning by doing) ，其能創造學校、學生及社區三者三贏的局面，藉由探究學生參與服務學習之態度，有助於教師課程設計來達成學習目標。故本研究旨在以生活科技結合服務學習課程介入方式來探討學生參與服務學習之態度。研究樣本採立意取樣選讀桃園縣某醫護管理專科學校「生活科技結合服務學習」課程之98位護理科學生，進行7週共14小時的生活科技結合服務學習課程介入，並於課程前後施予「參與服務學習態度」問卷調查。研究結果發現:生活科技結合服務學習課程介入後，學生在「參與服務學習態度」總量表分數顯著優於課程介入前，量表內「認真口態度」及「情意態度」兩分量表，在課程介入前後皆達顯著差異;其次，在十項與學生參與服務學習課程有關之影響因素中，學生認為影響參與服務學習課程最重要因素為「會影響課業」。研究結果期望以為未來學校在設計專業課程與服務學習課程結合時之參考依據。

Service learning is a combination of service and learning as advocated by Professor John Dewey to promote his philosophy of “learning by doing.” Service learning, it is claimed, can create a win-win situation for all: schools, students, and communities. This study, a combination of life-science and technology learning, was designed to examine and explore the attitudes of the students taking part. Ninety-eight freshmen were selected from a nursing and management college in Tao-Yuan, Taiwan. The freshmen were enrolled in a course titled “Combining Living-Technology Education and Service Learning,” a 7-week, 14-hour course. A questionnaire titled “Attitudes When Participating in Service Learning” was given before and after the course. The post-course survey revealed that the students performed much better than they had before receiving instruction. The post-course total-scale scores in cognitive attitudes and aesthetic attitudes showed significant improvement over the pre-course scores. The students’ main claim concerned its effect on their academic work. There were 10 other factors but this one was the most significant. Teachers wishing to design courses to achieve similar learning goals can use this study as a reference and baseline for incorporating service learning into their curriculum.