高中生活科技課程採用STS教學模式之實驗研究

The Effects of Applying Science-Technology-Society (STS) Instructional Model to Technology Education in Senior High Schools

鄭竣玄(Chun-Hsuan Cheng)

指導教授 ： 李大偉

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(2002年)

摘要

本研究旨在瞭解STS （Science-Technology-Society）教學模式
對高中學生運輸科技學習與問題解決反應上的成效。為達到研究目
的，本研究先探討文獻中相關理論與研究，設計出高中生活科技課程
的「運輸科技STS 教學活動」，再利用準實驗設計針對高中一年級四
個班級（兩班實驗組，兩班控制組），進行八週的實驗教學，實驗前
後施以運輸科技素養測驗與問題解決量表，藉以瞭解STS 教學模式
與一般教學模式對學生在運輸科技學習與問題解決態度上的差異。實
驗後並對實驗組學生施以學習反應量表調查學生對STS 教學模式之
反應與感受，經資料分析與研究發現，得到以下結論：
1. STS 教學模式較適合在科技教育中使用。
2. 採用STS 教學模式能幫助學生解決問題。
3. 不同性別學生均適合修習運輸科技課程。
4. 不同性別學生均適合接受STS 教學來進行學習。
5. STS 教學模式能引起學生的學習興趣。

關鍵字

生活科技課程 ； STS 教學模式 ； 問題解決 ； 科技素養

並列摘要

The purpose of this study was to compare the effects of
Science-Technology-Society (STS) instructional model with
traditional instructional model on transportation-related
technological literacy and problem-solving behaviors of the senior high school students. In order to achieve the objectives, an eight-week segment of the technology curriculum for senior high schools was taught to two similar, intact classes. One class used STS instructional model while the other used traditional instruction. The author-designed STS Learning Activities were developed according to the related references and the STS approach.
A pre- and post-test quasi-experimental design was employed to measure the differences of students’ achievements under the conditions of two different teaching approaches. The major instruments used to assess students’ achievements in this study were the Problem Solving Inventory and the Test of Transportation-related Technological Literacy. In addition to determine student attitudes and feelings after the learning experience,those in the experimental group completed a questionnaire on learning perception. The major results of this research were as follows:
1. Compared with Science Education, it was more suitable to use STS instructional model in the Technology Education.
2. Students’ problem-solving behaviors could be enhanced through implementing STS instructional model.
3. Among all students, there was no significant difference in the achievement of female students and male students.
4. In the experimental group, there was no difference between both genders’ achievements. It meant that STS instructional model was suitable for both genders to learn technology.
5. Students’ learning interests could be increased through
implementing STS instructional model on technology curriculum in senior high schools.

並列關鍵字

technology education ； STS instructional model ； problem-solving ； technological literacy