[[alternative]]A Study on the STS Strategy Integrating into Living Technology Curricula at Junior High School-An Example for the Transportation Technology.

碩士工業教育與技術學系[[abstract]]本研究以STS教學策略融入並編製生活科技課程教材及網路教材，同時探討STS教學策略、STS網站教學及傳統教學在國中生活科技課程之運輸科技領域學習成就之影響。本研究採準實驗設計，使用之研究工具包含下列四種量表：學生基礎科技素養量表、國中生活科技課程「運輸科技」學習成就量表及STS教學策略學後反應量表及STS網站教學學後反應量表。以台北縣立頭前國中三班共108名學生為研究對象，依序分為實驗組A、實驗組B及控制組，實施為期六週6小時的實驗教學。 本研究採用次數分配、變異數分析、共變數分析及描述性統計分析方法來考驗各項研究假設。本研究所獲得的結論如下： 一、STS教學策略及STS網站教學，對於在生活科技課程「運輸科技」之學習成就學科測驗，其表現優於傳統教學。 二、STS教學策略與STS網站教學，對於在生活科技課程「運輸科技」之學習成就學科測驗，其表現並未達顯著差異。 三、STS教學能提昇學習者的學習興趣，議題討論的上課方式能增加學習動機、增加分析問題的能力，並釐清概念，進而提升學習成效。STS網站教學能提昇學習者問題分析的能力，並能讓學習者了解如何應用網路來學習。[[abstract]]The purpose of the study was to draw up the living technology curricula and network materials with the STS teaching strategy and investigate the learning effectiveness of the transportation technology with the STS teaching strategy for junior high school living technology course. Quasi-experimental design was used for the study, and the instruments included pretest and prosttest. The posttest included achievement tests and questionnaires. Three groups of students participated in this study for six weeks. The experimental group A was taught through the STS teaching strategy, the experimental group B was taught through the STS teaching website, while the control group was taught through the traditional teaching strategy. Three groups were taught the same topics covered in this study. A pretest was given to three groups during the beginning of autumn semester 2003. After six weeks, the posttests of transportation technology were administered. The posttests included paper and pen test, and questionnaires to investigate the students' cognitive abilities and the learning opinions. The findings and conclusions were listed as follows: 1.The achievement tests of transportation technology in the experimental group A and group B were significantly better than the control group. 2.The achievement tests of transportation technology in the experimental group A and group B was not attain the obvious difference. 3.The STS teaching could promote the learning interest. Subject Discussing could increase the learning motivation, the ability of the analytical problem and distinguish concept, then promoted the learning effectiveness. The STS website teaching could promote the ability of analytical problem and understood how to learn by Internet