2019年實施的課綱將「探究與實作」課程列為自然科部定必修課程。課程重要目標之一為培養學生的科學素養，且因學生有機會產出實作作品，高達595個科系公布未來升學之歷程檔案將參採此課程學習成果。本研究之目的為設計「專題導向的探究與實作」課程，課程先協助32位高一學生發展探究專題所需的能力，之後讓學生進行開放問題的探究。本研究主要是比較學生在課程前後科學素養表現，同時分析學生在此課程的實作作品表現。研究結果發現學生在素養評量整體總分之後測優於前測，且達顯著標準。顯示以學生為主體的專題探究課程，讓學生在素養評量測驗有更佳的學習表現。在實作作品的表現上，八組中有一組未完成實驗驗證，其餘七組能夠完成探究並提出根據實驗結果形成結論。結果亦顯示學生在「提出適合科學探究問題」、「能提出符合研究問題的設計」的表現較佳，在「能分析數據」及「會製作並應用圖表」的表現有成長空間。從晤談資料亦發現學生對於專題的探究，會體會到問題的複雜與不確定性，建議教師需要協助對學生的探究調查技巧以及科學背景知識搭設鷹架，才能引導學生克服進行真實性探究問題時的挑戰。

Since the implementation of the 12-Year Basic Education Curricula in 2019, the “Inquiry and Practice” curriculum has been listed as a required science course stipulated by the Ministry of Education in Taiwan. One of the important goals of this course is to develop students’ scientific literacy. Given that this course provides students with hands-on experience of producing practical works, up to 595 departments in tertiary education have announced that the learning outcomes of this course will be taken as a reference in students’ academic portfolios used for their future applications to universities. Based upon the “Inquiry and Practice” curriculum designed in terms of the spirit of project-based inquiry, this study compared the students’ performance of their scientific literacy tests taken before and after the course. It also analyzed the students’ performance at their practical works in this course. The result of this study revealed the performances of students’ literacy assessment in posttests were statistically significant to those in pretests. With regards to the performance of students’ practical works, one of the eight groups did not finish their work while the remaining seven groups could complete their inquiry and draw conclusions. The result also showed that students performed better in “raising questions relevant to scientific inquiry” and “coming up with a design corresponding to research questions.” There was room for improvement in “the abilities to analyze data” and “the skills to design and use charts.”