• 作者： 王澄霞
• 作者服務機構： 台灣師範大學化學系所
• 中文摘要： 本研究設計大學生之溫室效應STS活動之教學策略；包括問題中心，角色扮演，合作學習。扮演的角色是消費者，廠商，環保人士，山林管理者和科學家。教學策略根據筆者規劃之學習層次當做鷹架，使用教學媒體帶動學生活動。學生活動包含小組學習（收集及分析資訊，小組討論），班級共享（腦力激盪，角色扮演，辯論）和提出解決問題之方案。學生的學習成就是由開放性思考（MacDaniel方法），知識（紙筆測驗）和參與度評量。各項評量結果間有高度的正相關：參與度與紙筆測驗成績間的正相關為85％；參與度與思考階層間的正相關為80％；參與度，紙筆測驗成績和思考階層之三者間正相關為75％。從此研究結果得知此STS活動之教學設計是相當有效，而得到下列結論。（1）在活動過程中，學生都能保持高度的興趣。（2）學生從參與STS活動學習而認同STS取向的科學教育之重要性。（3）透過鷹架教學，學生在發展STS活動過程中，改變自己的科學學習態度去迎合建構學習觀點，而設計出好的STS 活動。（4）從這些經驗，學生得知好的STS活動須能引起好奇心，促進討論，以自己的方法做抉擇和解決問題並需進一步 的探討。（5）問題中心的合作學習，促進學生在與人生有關的溫室效應論題上，建構高階層思考，知識，技能和觀點。（6）學生建議師資培育機構須提供STS活動之正式課程。（7）此行動研究支持情境中學習之觀點。教師須從實際情況中學習始能稱職。（8）本人認為溫室效應STS活動之學習與評量設計，對科學教育其他的領域有用。
• 英文摘要： This paper is about an instructional design of a“Greenhouse Effect”STS activity fornormal university chemistry sophomores, involving problem-centered,role-playing, coop-erative learning. The roles played were consumers,manufacturers,environment protectionadministrators,bureau of forestry staff, and scientists. The instructional strategies were designed based on the levels of learning synthesizedby the author using instructional media to scaffold student activities. The student activitiesincluded small group learning (with collecting and analyzing information, small groupdiscussion),class-sharing (with brain storming, role playing, debating), and proposingsolutions, etc. The assessment methods used were McDaniel's method for levels of open-endedthinking, paper-pencil tests for knowledge,and degree of participation for scoring thestudents’performance. Here is strong positive correlations in learning achievements, expressed by percentageconsistencies. These discerning consistencies are between: (a) degree of participation andpaper-pencil test (85%) ; (b) degree of participation and level of thinking (80%) (c) paper-pencil test and level of thinking (80%) : and (d) degree of participation, paper-pencil test，and level of thinking (75%). This study shows the instructional design of the STS activities was successful. Theresults are summarized as follows.(1) The STS activities kept the interest of the students throughout to a high degree.(2) Students learned from participating in the STS unit activities to highly value the STS movement.(3) STS activity development through scaffolded instruction altered students’science learn- ing attitude to meet constructivist perspective and thus become able to design good STS activities.(4) From these experiences the students concluded that good STS activities should solicit curiosity, promote discussion, use their own methods in making decisions and solving problems, and be extendible.(5) Problem-centered, cooperative learning promoted students to construct high-order thinking, knowledge, skills, and views pertinent to the greenhouse effect issues in the real life.(6) Students highly recommended that teacher training institutions should provide a formal course on STS activities.(7) This action research supports the view that learning should be situated. Teachers must learn from acting in authentic contexts if they are to become good teachers.(8) The learning and assessment designed for the greenhouse effect STS activities are useful in other areas of science education．
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