STS教學對培養八年級學生問題解決能力之研究-以「有機化合物」、「節能省電」模組為例

• Main Author: 徐志豪
• Other Authors: 洪志明
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/cvmtxq

碩士 === 國立臺灣師範大學 === 化學系在職進修碩士班 === 97 === STS (Science, Technology & Society) teaching develops students’ ability of solving social issues by focusing on life or social topics which interested students. This study integrated STS teaching modules with the “Test of Problem-Solving ” to explore the influence of STS teaching on the problem-solving ability of 8th-grade students. Research targets of this study are 8th- grade students of a junior high school in Taipei County. The research results were as follows: 1. Students’ concepts about science grew significantly after STS teaching. With the help of “organic compounds” teaching module, the difference between students’ pretest and posttest marks about science was as many as 25.58. Through “energy conservation” teaching module, the difference between students’ pretest and posttest marks about science was as many as 44.41. After examining average differences with t-test, the study discovered both achieve significance (p<0.001), proving that module teaching did influence students’ concepts about science. 2. After STS teaching, students’overall marks of the test of problem-solving increase considerably. With the help of “organic compounds” teaching module, the difference between students’overall pretest and posttest marks was as many as 11.88. Through “energy conservation” teaching module, the difference between students’ overall pretest and posttest marks was as many as 11.03. After examining average differences with t-test, the study discovers both achieve significance (p<0.001), proving that module teaching did influence students’ problem-solving ability. 3. Analyses about sub-tests of flexibility, effectiveness, solutions, cause identification, and problem prevention: “Organic compounds” and “energy conservation” teaching modules used t-test to examine average differences of flexibility, effectiveness, solutions, cause identification, and problem prevention respectively; it was discovered that all achieve significance (p<0.001). The result proved that module teaching did influence students’ flexibility, effectiveness, solutions, cause identification ability, and problem prevention ability. 4. Most of the students held a positive attitude towards STS teaching. They believed diverse teaching increased learning interests and facilitated problem-solving procedure. They believed module teaching is better than conventional teaching.