(一)開發油脂STS 活動單元：職前師資
本研究目的是使用問題中心及合作學習法，開發STS“油脂”活動單元之教導／評量策略，於此過程中大四學生(1)建構知識，信念，與價值觀(a)審視自己對於STS論題負責任的公民之信念與價值觀(b)遭遇STS行動上之信念及價值上之矛盾(c)發展對STS主師之開放生思考；(2)促進學習“如何學習”及吸收新知的能力。學生們對STS主題使用描述及圖表組織法反應出他們的開放性思考能力。我們使用McDaniel的五個思考階層評量他們複雜的認知結構。使用紙筆測驗評量學科知識的統整。
本活動過程中學生保持高度的興趣，促進學生對“油脂”的知識及擴展其真實生活的社會觀，幾乎所有學生的思考皆提昇至更高的層次，對“油脂”也有更深的認識。並且各項評量之間有著高度的正相關：紙筆測驗與思考層次之正相關為80%；，作業成績與紙筆測驗之正相關為80%；思考層次與作業成績之正相關為90%；紙筆測驗，思考層次與作業成績之正相關為80%。由實證結果顯示，本教導／評量策略能有效使學生建構知識，信念及價值觀。
本模式並用於大二學生，亦能有效促進學科知識及STS學習。
(二)設計油脂STS活動單元及其資料庫
本論文設計“油脂”單元活動，並建立有關資料庫，所設計的總計有四個活動單元，分別為：(1)如何選購良好的食用油？(2)如何正確保存食用油？(3)油品如何製造？(4)您食用的油安全嗎？等四個單元。各單元雖可獨立使用，但各單元之間仍有其相關性，如此可依時間長短選擇使用的單元。每個單元均包括：教學目標，情景設計，問題，所需時間，教導策略及評量策略等。
從國內地方圖書館，報章雜誌，消基會，全國工業總會蒐集的相關資料具有地方特色，因此所設計的教學活動，適合臺灣地區學校使用。學習者可從事這些活動自我建構，探討做抉擇，解決問題的能力及發展適合高科技時代的社會觀和世界觀。
從310件國內STS論題採樣中，51件(16.4%)空氣方面的論題，35件(11.3%）水方面的論題，19件(6.1%)能源方面的論題，4件(1.3%)輻射方面的論題，48件(15.5%）食物方面的論題，59(19.1%)日用品方面的論題，1件(0.3%)遺傳方面的論題，35件(11.3%)疾病及醫藥方面的論題，12件（3.9%)工業方面的論題，46件(14.9%)與環保活動及保育方面密切相關的論題。藉由報導統計結果可分析出影響大眾生活之STS論題趨勢，以確認國內STS教育內涵之社會需求。

(1)Doveloping STS Activity Units-fats and oils assessment strategies on STS activities "fats and oils", using problem centered, cooperative learning. In the process students (senior) are to (1) construct knowledge, beliefs, values by (a) examining their beliefs and values about responsible citizen actions concenning STS issues, (b) confronting in consistencies in their beliefs and values about STS action, and (c)promoting their open-ended thinking on the STS topic; and (2) promoting abilities in learning how to learn and absorb new knowledge. Their descriptive statement and STS maps subsequently drawn reflected their open-ended thinking on the STS topic. Their level of cognitive complexity on the STS issues were scored by the McDaniel;s 5-point scale.
The model kept them in high degree of interest throughout the process, promoting their social views and knowledge on "fats and oils" in the real life; and almost all of them advanced to higher levels of thinking and there are strong positive correlations between these assessments, expressed by percentage consistencies, between: degree of paper-pencil test and level of thinking (80%); home work and paper-pencil test (80%); level of thinking and home work (90%); and degree of paper-pencil test, home work and level of thinking (80%). The result showed that the instructional and assessment strategies were effective for students to construct knowledge, belief, and values about the STS topic.
The model was also used on a sophmore, and found effective in promoting their STS learning and pedago-gical content knowledge.
(2)Design and Databank of STS A ctivity Units "fats and oils"
This paper is to design STS activity units "fats and oils" and develop relevant databank. There are four units: (1) How to choose good cooking oil? (2)How to store cooking oil's right? (3)How are cooking oils processed? (4) Are your cooking oils safe? Each unit can be used independently, but since they are interrelated they can be used jointly. Each unit consists of instructional goals, scenarios, vignettes, paradoxes, challenging questions, instructional and assessment strategies, and time required.
The databank was constructed with the information collected from the local libraries, newspapers, magazines, consumer association, and industry unions. Therefore, the activity units developed using the databank have the local feature suitable for use in the secondary schools. Students engaging in these activities will be able to construct the ability of investigating, decision making, and problem solving; they will also able to deelop social and global views.