本研究在探討科學主修大學生在參與一門針對大眾之科學寫作課程前後，「對科學寫作態度」及「對科學寫作能力指標知覺」之改變。參與研究之對象為大二科學主修學生共45人，研究採單組前、後測設計。結果顯示：(1)在「科學寫作態度」總量表、「傾向與喜好」、「學到什麼」與「生涯發展覺知」三分量表的後測，顯著高於前測。(2)學生對所有7項能力指標都認為是「重要」的。(3)7個能力指標的勝任程度，在前、後測都未達「勝任」水準。(4)學生「對科學與社會間關係的瞭解」和「基本的語彙與文字運用能力」的重要性，及「邏輯推理能力」的勝任度，有顯著提升。惟在後測時「對科學與社會間關係的瞭解」的重要性知覺顯著提升，但其勝任程度反而下降；本研究亦發現自覺科學寫作能力勝任程度高、低分組間，在科學寫作態度改變上有所差異。本文根據上述結果加以討論，並針對大學生之科學寫作教學規劃與未來研究提出建議。

The purpose of this study is to investigate the changes in attitude amongst college science majors (N=45) in relation to scientific writing, their perception of the importance of such works, and their competency level with “scientific writing competency indicators.” The results indicate that (1) the post-test score in relation to the total scale of “Attitudes towards Scientific Writing” and the three subscales - “Trend and Preference,” “What’s Learnt,” and “Career Planning” - were all significantly higher than that in the pre-test; (2) students considered all seven competency indicators to be “important”; (3) the level of “Competent” was not reached in any of the seven competency indicators in either the pre- or post-test; (4) students’ perception of the importance of “Understanding of the relationship between science and society,” “Basic vocabulary and text using ability,” and also their self-reported competency level of “logical reasoning ability” were significantly promoted. Students with different levels of competency in scientific writing were found to be significantly different in terms of changes in attitudes towards scientific writing. This research also presents suggestions for teaching plans and future research.