• 作者： 盧玉玲; 連啟瑞
• 作者服務機構： 國立臺北師範學院數理教育學系
• 中文摘要： 本研究旨在建立一種STS教學模組之開發模式，並依模式進行模組開發與實際教學。此外，並設計STS評量工具，為發展STS教學模式評量參考，且用以分析及評量模組試驗教學活動成效，以了解STS教學法及模組開發模式是否有效，此可作為未來融入STS教學法於實際教學提供經驗，並作為修正及普遍推廣之參考。本研究共法展三種評量工具，分用以評測學童在對科學態度、創造力、與知識學習成就等領域之發展情形。研究以透鏡單元模組為主，採前 – 後測之實驗設計，以學童前測成績為共變數，以後測成績為變數，進行共變數分析；計有二位教師、四十位學童參與本研究。
  研究結果發現
  1. 由國小教師觀點與學童學習成效而言，本研究所建立S(KPL)S模式之STS教學模組
  開發具可性性。
  2. 以S(KPL)S模式進行之「透鏡」單元STS教學可發現
  (1) 有助於提高學童對科學之正面態度；
  (2) 在創造力與科學概念學習成效方面與一般教學方式成效相同。
• 英文摘要： The purpose of this study was to create a model for developing STS teaching modules. Based on the model, a practical teaching module is developed. In addition, STS evaluation instruments were designed to evaluate both the development model and the teaching module. Students’ learning was examined to see if the development model and the STS teaching method effective. Three kinds of evaluation instruments were developed and used to evaluate the development of students in terms of scientific attitude, creativity, and concept. There were two teachers and forty students who participated in the study. The pre-test scores of students were used as co-variants and the post-test scores were used as the dependent variable in the ANCOVA procedures applied.
  Several conclusions can be drawn from the results of this study. From the elementary school teachers’ viewpoint and students’ learning achievement, it appears possible to develop STS teaching modules using the model created in this study. It was also found that the STS approach in the model appeared to enhance students’ attitudes toward science. However, in the creativity and concept domains, there were no significant difference between students who experienced the STS approach and those who experienced the conventional approach.
  Results of the study can be used as a direction for further study on the application and revision of STS teaching methods in practical condition.
• 中文關鍵字： 科技與社會; 國小科學; 教育法; 學習成就; 教學成效
• 英文關鍵字： Science-society (STS). Elementary science, Teaching method, Learning achievement, Institutional effectiveness