| Summary: | 碩士 === 國立花蓮師範學院 === 生態與環境教育研究所 === 93 === The main purpose of this study is to evaluate the professional development of the teacher and the learning efficiency of students in environmental issue teaching by STS teaching strategy. The researcher choose a six-grade class to receive STS modularized teaching, to collect qualitative data through observing, interviewing and reflex thinking of teaching. Meanwhile, the researcher collects and analyzes quantitative data by the use of questionnaires, and evaluation scales.
The results of the study are as follows:
1. The teacher should keep the main idea of teaching in mind : (1) learning in everyday living; (2) learning by doing; (3) focus on issue teaching; (4) students learn to take responsibility.
2. The teacher should be familiar with the use of STS teaching strategy, and encourge students to generate and select appropriate environmental issues to study. During the teaching procedure, the teacher should act as the consultant, and provid necessary assistants.
3. Whether the teacher’s teaching, students’ issue learning and students’ learning evaluation, should apply multi-methods.
4. Cooperative-learning can increase students’ interest and interaction.
5. After the conduct of the environmental issue teaching, students’ learning on the goals of environmental education are increased in five domains: awareness, knowledge, attitudes, skills, and behavior.
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