開發臭氧層破洞STS單元 作者:王澄霞、劉奕昇(國立臺灣師範大學化學研究所)

摘要：

本研究設計”臭氧層破洞”STS單元，採行動研究法，試探這些STS單元是否有效的提升學生對有關主題的學習興趣、知能、開放性思考及解決問題的能力。STS單元使用問題為中心的合作學習包括：（1）小組研究（2）班級討論（3）角色扮演（4）腦力激盪（5）口頭陳述（6）益智遊戲。活動中使用：（1）紀錄發言次數及內容與蒐集整理資料來評量學生的參與度（2）學科知識測驗評量相關之事學習成就（3）以McDaniel的五個思考階層評量學生開放性思考階層（4）以學習層次評量學生的組織圖形。評量結果顯示100%學生都能察覺、了解臭氧層破洞問題之嚴重性，並有84.6%學生能提出方案、解決問題，即達到C-STES之第三學習層次。
在活動過程中學生（高一）都能保持高度的興趣，活動後學生均表示相當喜歡這樣的學習活動。幾乎所有的學生對相關學科之事都有明顯的進步，其開放性思考也都提升到高的階層。各項評量間有著高度的正相關（a）參與度（b）學科知識測驗成績（c）開放性思考（d）學習層次：（a）與（b）的正相關為76.9%；（a）與（c）的正相關為100%；（a）與（d）的正相關為92.3% ；（b）與（c）的正相關為76.9%；（b）與（d）的正相關為69.2%；（a）與（d）的正相關為92.3%；（a）與（d）的正相關為92.3%；（a）、（b）與（c）的正相關為76.9%；（a）、（c）與（d）的正相關為92.3%。此活動分析結果顯示，本教學／評量策略對提升學生的分析資料、建構知識、作決策和解決問題等能力及使學生擁有正確的社會觀、世界觀是有效的。

關鍵詞：STS活動、臭氧層破洞、行動研究

《詳全文》

Developing STS Activities on the Ozone Layer Depletion Author: Cheng-Hsia Wang, I-Hsheng Liu(Department of Chemistry, National Taiwan Normal University)

Abstract：

Units of STS activities on the ozone layer depletion are developed and used on a group of 13 high school students, An action research is carried out to see if the STS activities would promote their interest in the STS learning, open-ended thinking, constructing knowledge and skills, and problem-solving ability. The STS activities using problem-centered cooperative learning consists of: (1) small group work, (2) class discussion, (3) oral playing, (4) brain-storming, (5) roal presentation, and (6) games. During the activi-ties: (1) the degree of participation is assessed on the basis of students information col-lection and organization, frequency of comments, and quality of comments; (2) achievement in subject matter knowledge is assessed with paper-pencil tests; (3) open-ended thinking is assessed with the McDaniel scale of five thinking levels; and (4) learn-ing achievement in terms of the five learning phases of C-STES is assessed with a graphic organizer method. The results show that after the activities, 100% of the stu-dents becme aware of and knowledgeable about the seriousness of the ozone layer de-pletion, and 84.6% of the students are able tc propose blue prints for solving the prob-lems, that is, achieving the third learning level of the C-STES.
Throughout the activities, the first-year high school students maintain high degrees of interest. After the activities, the students express that they like this type of learning activities. Almost all the students are promoted in relevant subject matter knowledge and open-ended thinking levels. There are strong positive correlations, expressed by percentage consistency, among (a) degree of participation, (b) achievement in subject matter knowledge (paper- pencil test), (c) level of thinking, and (d) level of learning: (a) and (b), 76. 9%; (a) and (c), 100%; (b) and (c) 76.9%; (a), (b) and (c), 76.9%; (c) and (d), 92.3%; (a) and (d) 92.3%; (a), (c), and (d), 92.3%.
In conclusion, the instruction/assessment strategies are effective to promote stu-dents' abilities in analyzing information, constructing knowledge, Unking the subject mat-ter knowledge to the real life, making decision, and solving problems; the students also acquire appropriate social and world views.

Keywords：Ozone layer depletion, STS activity