The purpose of this study was to explore the effectiveness of the High Scope Project (HSP) which was initiated by the Ministry of Science and Technology and focused on integrating emerging technology into inquiry-based science teaching. The project encouraged collaborative cooperation in which scientists, science educators, and high school science teachers worked together collaboratively for the development and implementation of innovative curriculum and instruction. A total of 710 participants were selected from 10 senior and vocational high schools. Each school was asked to select an equal number of students who were involved in HSP and non-HSP students with similar background and academic achievement. With the use of Programme for International Student Assessment (PISA) 2015 Field Trial test items and questionnaires, the standard procedure of PISA assessment was strictly followed. The initial results of data analysis revealed that those HSP students outperform their counterparts on the science competencies of explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. In addition, the performance of HSP students in high schools on the above three competencies are significantly better than those HSP students studying in vocational high schools. Based on these findings, suggestions and implications in science education are addressed.