本研究旨在藉發展「大學生對科學寫作態度量表」，做為了解大學生之科學寫作態度的工具。本研究經整理文獻後，歸納出「傾向與喜好」、「學到什麼」、「生涯發展覺知」三面向，以此發展量表初稿21 題。隨之，對某大學科學與語文主修209 名學生施測，經四次因素分析後，得到「傾向與喜好」5 題，「學到什麼」4 題，及「生涯發展覺知」4 題，共計13 題，解釋總變異量為63.40%。
本量表另經內部一致性分析，亦顯示具良好的信度。本研究依不同主修及年級，進行統計分析，比較差異情況外，並提出本工具在教學規劃及學術研究應用上之討論。期以此基礎，協助大學生藉科學寫作發展轉化普及科學知識的能力。

The purpose of this study was to develop an instrument for assessing college students’ attitudes toward science writing. In the beginning of the development, the review of literature was thoroughly done and three main dimensions — preference, what was learned, and career awareness — were generated for developing the individual test items. The primitive version containing 21 items was formed and then administered to 209 students with science or language/literature majors from a college. The valid responses were then analyzed by factor analysis. Through four
consequent steps, the formal version consisting of three dimensions with 13 items was established. Moreover, the differences in the extent of students’ attitudes toward science writing were compared among the students with different majors and grade levels. Finally, recommendations were made for educators to use this instrument, and the possible studies in the future were discussed as well.