本研究的目的乃藉由生活中的題材,開發設計STS模組及活動單元,並實際進行教學,以探討所運用的教學策略能否有效提昇學生學習科學的興趣、主動探究的意願與自我認知建構的能力。另一方面,研究者利用行動研究的精神,透過設計開發模組活動單元與實際進行教學的過程,增進自身對STS教學理念的瞭解,增長STS的專業知能,以建構STS專業教學能力。 文中並加以探討九年一貫新課程與STS教學之間的關連,利用STS理念來進行教學以作為達成九年一貫課程培養十大基本能力需求的方法之一。 研究發現與結論如下: 1.大部分的學生皆認為本研究的內容生動能激起他們的學習興趣,多數的學生都喜歡本次的活動,對於本次的活動能有所認同,且抱持著正面、肯定的態度。 2.學生在各項評量中皆有不錯的表現,而各種評量間皆有正相關,但彼此的相關程度不同,意即學生在不同方面的表現並沒有一定的相關性,這也說明了評量多元化的必要性。 3.STS教學能有效引導及培養學生多元的能力,不僅其表達溝通能力 獲得提昇,學生亦表現出做抉擇、探究、解決問題的能力及應用能 力,同時也肯定STS教學採用合作學習的成效。 4.在STS教學過程中,師生間與學生同儕間的互動是良好的,教室被營造成一個活絡積極學習的場所,全體師生皆體認到在STS教室中,經由師生與同儕間的相互討論,確實能提昇學習的效果。 5.研究者在STS教學活動後建立了STS的教學觀,同時也提昇個人教學設計的能力。 6. STS教學策略結合九年一貫課程綱要的運用,不失為一個教學創新之良好策略。
The purpose of this research is to develop STS modules, to perform them in actual and to see if the designing of the STS activities could promote students’ interests in learning science, their will to explore actively and knowledge-constructed ability. Moreover, through the process of the action research, the researcher will understand the STS belief better and equip herself with more of the teacher’s STS professional abilities. The relationship between the STS instruction and the Grade 1-9 Curriculum is also discussed in this paper. The core competence which the Grade 1-9 Curriculum wants to develop can be attained by STS strategy. The findings and conclusions of the study: 1.Most students thought that the STS activities could arouse their learning interests and they had positive attitudes toward the activities. 2.Performance of students on each assessment was generally good. And the correlativity of each assessment revealed that it’s important to perform multiple assessments. 3.The STS instruction could guide and develop students’ multiple abilities, including the communication, inquiry, decision-making and problem- solving abilities. And the effectiveness of “cooperative learning” was also approved. 4.Teacher-student and peer interactions were good and the atmosphere was relaxing, lively and active throughout the STS activities. 5.Through the activities in the research, the researcher understood the STS belief better and the researcher’s personal ability of instructional design was promoted. 6.The STS strategy can integrate with the Grade 1-9 Curriculum Guidelines, making it one of the good instructional innovations.