國內受到國際教育改革浪潮的影響,亦開始積極進行教育方面的改革,所推出的是九年一貫課程,其中的自然與生活科技領域的教學焦點置於國民科學素養之培養,這些科學素養與STS的五個領域相互輝映,因此我國中小自然與生活科技課程可考慮採用STS教學方式,以培育出具科學素養之公民。 本研究擬設計STS教學活動應用於自然與生活科技領域,並以個案研究法,從研究者(田野札記、教學過程錄影等)、教師(教師訪談、教師札記、其他文件資料等)與學生(學生訪談、科學研究紀錄簿、概念圖前後測、其他文件資料等)三方面蒐集資料,探究國小高年級學生於概念、態度與過程技能之學習表現,以及遭遇的困難與限制。 研究結果發現學生於概念領域、態度領域、過程技能領域,以及教師專業方面皆有發展,如下所述: 1. 概念領域主要以概念圖來分析,發現學生在關係、階層、交叉聯結、舉例皆有進展,架構也更為完整,而且能夠於概念圖中融入生活議題,甚至舉出完整的生活化例子。 2. 態度領域,發現透過具先備知識的主題、感興趣的題目、當今社會議題、動手操作的實驗、依各組專長來展現研究成果等,皆能夠提升學生學習動機。透過角色扮演的活動,建立學生的個人價值觀,並培養作決策的能力。 3. 過程技能領域,發現能夠培養觀察與描述、分類與組織、製作圖表、生活化發表、資料解釋、工具使用等過程技能,並不斷精進。在實驗部分,能夠使用實驗工具,提出假說加以驗證,亦能鑑定與控制變因,並能了解實驗中的倫理問題。 4. 教師教學方面,能掌握STS教學精神,並適時導入生活議題,也能隨機應變融入具有STS精神的教學活動。在教學過程中,亦促使教師本身專業成長,能夠逐漸發揮STS的教學精神於平日教學中。 不過,在有些是將來須克服的問題:概念圖的訓練、迷思概念的修正、思考廣度與深度的加強、資料蒐集的管道多元化、小組合作的問題、課餘時間的運用、教師學科專業知識的累積、各方人員的支持、畢業班壓力的紓解,以及進度的掌握等,可作為將來研究之建議。
Recently our government began to advance the education reform called "a 9-Year Joint Curricula Plan for Elementary and Junior High Schools". The educational goal of science and technology domain focused on the cultivation of science literacy. That was also the same as the five domains of STS. For this reason, the science and technology curriculum in the elementary and junior high schools could adopt the STS instruction, and then cultivate the citizen with science literacy. The purpose of study was to design STS instruction in science and technology and to explore students’ performance in the domains of concept, attitude and skills. The results were as follows: 1. The frames of students’ concept -mapping was getting better, and could add social issues to concept -mapping in concept domain. 2. STS instruction encouraged learning motive, and set up the values and the essence of experiments in attitude domain. 3. Students developed several skills, and learned to design science experiments in skill domain. 4. Teacher also had greatly improved in instruction professional growth. However, teacher’s science knowledge, limit of science teacher’s authority, support of the administration and parents, and rate of teaching progress, these problems needed to be settle in science instruction in the future.