摘要
要推動STS教育，教師必須清楚地了解STS哲學信念與教學目標，並且具有正確和熟練的STS教學專業能力。本研究藉著開發STS模組並在眞實教學情境中，促使職前的化學教師甲和乙有機會審思自己對科學教學的信念與價值觀；在STS活動中，對科學教學的信念和價值觀產生矛盾，為符合實際的教學需要，以教師／學習者／研究者之角色，不斷吸收新知，建構出較合宜的STS教學之見解和價值觀；並建構提升STS模式教學及評量等專業能力。本研究從甲、乙教師成長過程中發現STS教師需具有下列實際教學能力，教師能：（一）利用當地資源設計並使用能適合因對象而調整的STS模組。（二）促進生活情境中的整體性學習。（三）對不同學習能力及學習風格的學習者，使用適當的教學方法。（四）促進多層面思考之能力，並以學習者為中心，以STS問題為中心之建構學習。（五）準備適當的評量活動。（六）與學習者有效溝通，鼓勵學生時常發問。（七）細心監控學習過程，並調整教學策略及提供鷹架，如線索、提問或去除。（八）展示後設認知技能，以批判、倫理和世界觀，把學習活動連結到學習目標上。（九）促進合作學習互相觀摩，切磋而學習各方優點。（十）養育STS素養的心智習慣，即自律、批判性及創造性思考，並對STS議題自動參與探究之心智習慣。（十一）組織管理學習者，提昇有效學習。（十二）提供學習者對特定學習做自省、自我評鑑之機會。（十三）期望學習者達成高度成就，提供積極、正向的學習氣氛。（十四）自主學習之前，先給與引導性教學，安排適當學習內容和順序。（十五）以教師／學習者／研究者做自省及自律學習。
並列摘要
In pursuing the STS education, the teachers must clearly understand the STS belief and teaching goals, and be willing to adopt appropriate STS teaching strategies. In this study, the preservice teachers A and B, used STS modules development and real teaching contexts, to examine their believes and values abot science teaching, and to confront inconsistencies in their beliefes and values about science education. In the study it was found that STS teachers are able to: 1. Utilize local resources to design and use appropriate STS modules having high degree of self-modification; 2. Promote situated learning in suthentic holistic context; 3. Exhibit enthusiasm toward students and teaching and be able to provide instruction appropriate for capabilities and learning styles of students; 4. Promote multi-dimensional thinking ability, and problem-centered, constructivist learning; 5. Prepare appropriate evaluation activities; 6. Communicate effectively with students and encourage them to ask questions; 7. Monitor learning progress closely and adjust teaching strategies such as scaffolding cuing, questioning, and fading; 8. Demonstrate metacognitive skills and sensitivity in relating to learning goals with critical, ethical, and world views; 9. Promote cooperative learning including mutual stimulation and recognizing good points of others; 10. Cultivate students' STS habits of mind (i.e., self-regulation, critical thinking, and creative thinking and readiness to act on STS issues); 11. Organize students for effective learning; 12. Provide students with specific evaluation feedback. 13. Expect learners to achieve well and provide active and positive learning climate; 14. Use guided instruction (i.e. teach when they are ready and arrange learning in proper sequence before independent practice); and 15. Act as teacher/learner/researcher through feedback and self-regulated learning strategies.