如何把所學應用在生活當中,貢獻社會,培養帶著走的能力,在這個競爭激烈的現代社會中已經成為一個重要的課題了。而除了專業知識的能力外,專業素養與科學素養之重要也不容忽視。 本研究利用STS(science科學,technology技學,society社會)教學策略設計開發兩個教學活動模組:(一)除濕劑(二)保鮮膜,利用與生活息息相關的日常用品引發學生探究的動機和行為,並將科學、科技與生活三者結合在一起。 結果發現,利用STS理念所設計的教學模組,學生可以表現出創造力,探究能力,做抉擇,解決問題的能力,以及正確的價值觀、社會觀和世界觀,也肯定小組合作學習的成效。文中並加以探討九年一貫新課程與STS教學策略之間的關連,利用STS理念來進行教學可以達到九年一貫新課程培養十大基本能力的需求並培養帶著走的能力。
STS combines science, technology and society. How to apply what we have learned on our daily life, contribute to the society, and have the capable ability were an important issue in this competitive modern society. Not only the scientific knowledge is important, but also the scientific literacy is. Two modules were designed and developed by using the STS teaching and learning strategy, using daily stuff to rise students' motivation and activities of inquiry. Our research finds that junior high students represent the creativity, inquiry, decision-making, and problem-solving abilities and the correct value. And the effectiveness of co-learning is also approved. The relationship between STS strategy and the latest curriculum is also discussed. The ten basic abilities which the latest curriculum wants to develop and the capable ability can be attained by STS strategy.