本研究是在探討環境微生物揮發物之引導式探究主題課程對大學一年級學生學習的有效性。我們以台灣南部某一所大學的49名學生為樣本（平均年齡18歲）。學生被分為實驗班（N = 22）和對照班（N = 27）。實驗班使用由研究人員所開發之為期七週的環境微生物揮發物實驗模組結合引導式探究進行教學，而對照班則使用傳統的實驗活動進行教學。我們使用態度量表、及實驗設計能力測驗（EDAT）做前後測，以及選擇性訪談來收集相關的數據，提供我們深入理解學生在實驗課程中的學習經驗。研究結果表明，在經過本課程模組後，學生在執行實驗任務、數據解釋和實驗設計能力方面的自我效能均有顯著提高。此結果說明，創新的模組課程可以成為一個教學平台，讓學生有機會參與引導式探究學習的過程。在我們未來計畫中，需要重複施行教學模組及分析對學生學習的影響，此將有助於提高我們在生物科學上教學的影響力，並有利於未來在探究式教學模組課程的發展。

This study investigated the effectiveness of a guided-inquiry integrated with the topic of environmental microbial volatiles targeting the first-year college students. The participants were 49 students (average age 18 years) in a southern university in Taiwan. Students were assigned to experimental (N=22) and control groups (N=27). The experimental group was taught using seven-weeks Guided-inquiry and Environmental Microbial Volatiles Laboratory Module Course developed by the researchers and the control group was instructed using traditional laboratory activities. We used pre- and post-attitude surveys, pre- and post-Experimental Design Abilty Test (EDAT) , and selective interviews to collect data and provide us a deeper understanding of students’ experiences with the lab course. The results indicated that students’ significantly improved their self-efficacy in executing lab tasks, data interpretation and experimental design ability. The primarily positive outcomes suggested that the innovative module course can be a educational platform for engaging students in guided-inquiry instruction. In our future steps include analysing the effects of repeated module course exposure on student learning to increase our pedagogical impact during implementation. Thus, this context could be useful for the design of next inquiry teaching program.

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