培養學生正確而積極的科學態度，不僅有助於個人人格的健全發展，對推展國家科學教育及提升全民科學素養，亦有極大貢獻。本研究旨在了解高工學生科學態度及其相關影響因素，作為有關單位與教師教學之參考。
首先經由文獻分析，探討科學態度內涵，並將其界定為一、科學的社會責任，二、對科學的信念，三、對科學的興趣，四、科學態度的取向，五、科學家的形象，六、科學的本質。相關影響因素則分為個人因素、家庭因素、學校因素等三類共十一項。
其次藉由專家學者之協助，發展高工學生科學態度問卷蒐集資料，以驗證假設，並作為實證與推論之依據。透過對全國二十所公私立高級中等學校工業類科1699位學生所作的調查資料，以ｔ檢定、單因子變異數分析、二因子變異數分析、逐步多元迴歸等統計方法，獲得以下之結論。
一、整體而言，我國高工學生具有正向的科學態度。
二、個人因素中性別、年級、宗教信仰對高工學生科學態度之影響，差異未達顯著。
三、家庭因素中不同社經地位與父母教養態度者，對學生科學態度之差異均達顯著水準。
四、學校因素中，除所在地區對學生科學態度夫具差異外，其餘不同學校隸屬、就讀類群、學校設施．教師教學、同傍互動之學生其科學態度明顯不同。
五、宗教信仰與性別、年級、學校隸屬之間，學校隸屬興就讀類群、學校所在地區之間，教師教學興學校所在地區、家庭社經地位間，同僧互動與年級、家庭社經地位間，性別與父母教養態度間共十組有交互作用。
六、影響高工學生科學態度的重要因素，依序為同係互動、學校隸屬、父母教養態度、就讀類群、性別、家庭社經她位、學校設施等七項。
依據以上結論及發現，針對教育行政單位。學校教師及學生家長提出二十項建議，並指出後續研究之方向。

Cultivating right and positive science attitudes will be helpful for the development of the students' personality, and also will contribute a great deal to promote the science education and science literacy.
The purpose of this study was to understand the science attitudes and its relating factors of the vocational industrial high school students in Taiwan. First beginning with the literature review to develop the study questionnaire , by consulting the experts, revising the questionnaire, conducting pilot test, then to conduct the survey and to analyze the data.
Subjects were 1699 students in 20 schools, data was analyzed by one-sample t test, one-way ANOVA, two-way ANOVA, multiple stepwise regression analysis. After data analysis, the results can be shown as following:
1. Totally speaking, students have the positive science attitudes.
2. In terms of personal factors, science attitudes of students who are different in gender, grades, and religions are not significantly different.
3. 1n terms of family factors, science attitudes of students who are different in Social-Economic Status (SES) and the style of family education are significantly different.
4. In terms of school factors, science attitudes of students who are different in public/private schools, clusters of course, facilities of school, teachers' teaching style, peer group affecting are significantly different.
5. There are interactions between gender and religion, grade and religion, public/private schools and religion, public/private schools and clusters of course, public/private schools and school location, teachers' teaching style and school location, teachers' teaching style and social-economic status, peer group affecting and grade, peer group affecting and social-economic status, gender and styles of family education.
6. The important factors that affect the science attitudes of the students are peer group affecting, public/private schools, style of family education, clusters of course, gender, social-economic status and facilities of school.