本研究依據十二年國民基本教育科技領域課程綱要，以科技素養為研究主題，針對北部某高中121名學生，分為實驗組與控制組，實驗組採用工程導向實作課程，控制組則採用傳统科技實作課程，進行準實驗研究。探討工程導向實作課程對高中生科技素養之影響。
本研究結果得到以下結論：(1)高中生的科技資訊來源主要是學校課程。(2)高中生一般的科技素養表现為中等偏上，但設計和創新思维能力普遍较弱。(3)工程導向實作課程的實驗组(EOPT组)在各方面的科技素養比傳统科技實作課程的對照组(TTPC组)提高幅度大。(4)EOPT组學生的技術素養表現明顯提升，其中技術能力提高幅度最大。TTPC组學生則在製作和使用工具的能力有穩定表現。(5)兩组學生在技術態度上没有明顯改善。

The quasi-experimental study aimed to investigate the technological literacy on the base of the Curriculum Guidelines of 12-year Basic Education in Technology field. 121 students of a northern high school were divided into an experimental group and a control group. The experimental group used the engineering-oriented hands-on curriculum while the control group used the traditional technology hands-on curriculum. The impact of the engineering-oriented hands-on curriculum on the technological literacy of high school students was explored.
Technological Literacy Test and the SPSS statistical software were used to analyze the differences in technology attitudes, technology knowledge, technology skills, and technology abilities between two groups. The impact of the engineering-oriented hands-on curriculum on the technological literacy of high school students was examined.
The experimental results indicate that (1) The technology information of high school students was mainly from the school curriculum. (2) The technological literacy of high school students was moderately high, but the design and innovative thinking skills were generally weak. (3) The engineering-oriented experimental group (EOPT) showed a greater improvement in all aspects of technological literacy than the traditional technology hands-on control group (TTPC). (4) Students in the EOPT group showed significant improvement in technical literacy, with the greatest improvement in technical skills, while students in the TTPC group showed stable performance in the ability to make and use tools (5) Students in both groups showed no significant improvement in technical attitudes.

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