本研究旨在研發一社會性科學議題課程，並藉由實驗教學研究，評估此教學模組對高中一年級學生概念學習之影響，並了解他們對於此教學模組之感受與想法。實驗課程的設計是以一社會性科學議題(socio-scientific issues)：「斷層帶附近之限建範圍與利用」為教學情境，根據STS (Science/Technology/Society)的課程設計理念發展教學活動。研究結果期能提供教師在未來設計高中議題式科學課程之依據及參考。實驗教學的對象為台灣中部某國立高中一年級學生，共有兩個班級82個學生參與此實驗教學研究，其中男生39人，女生43人。研究設計採實驗研究法之單一組前後測設計。教學模組之設計上參考Aikenhead (1980)對STS課程所建議的課程進行順序作為基本的課程流程架構：1.由一個社會議題切入2.呈現相關科技的運用3.介紹相關科學內容4.了解相關科技5.回到原來的社會議題。本研究含質與量的資料分析。資料來源包括『地震概念搜尋問卷』、『學習環境偏好問卷』、『地震課程學習感受問卷』、『學習感受問卷』以及學習單（個人學習歷程檔案）等。質的分析方面，研究者利用flow-map（語意流程圖）及內容分析法進行資料整理歸納，經由專家討論建立評分基準，並進行三角校正。量的分析則包含敘述性統計、t考驗(paired sample t test)、相關分析(correlation)、變異數分析法(ANOVA)。研究結果顯示：
一、實驗教學後，學生對地震相關之科學性概念的理解，與教學前相較達到顯著差異(p<0.05)，也就是說，學生在經歷實驗教學後對地震相關科學概念的了解有明顯的增進。此外，實驗教學後學生表現出來的地震相關科學性概念之交叉連結的數目比起教學前亦有顯著的增加(p<0.05)，此結果表示學生於教學後的概念架構較具組織性。而其概念理解內容部分也由對地表變動的認識加入地震機制的了解。
二、實驗教學後，學生對於本議題的社會面向之考量在廣度上有顯著的擴張(p<0.05)，此表示學生在教學後對於地震所造成的影響有了更廣泛的思考，且由增加的面向內容看來，學生的考量面向由自身的層面擴展至社會整體之影響層面。
三、本研究中之研究對象，其知識認識觀發展有18.3%的學生達到二元論期(階段2)，多數的學生(73.2％)屬於早期多元論期(階段3)，僅有少數8.5％的學生達到晚期多元論期(階段4)。研究也發現，不同知識認識觀影響學生對於課程的接受度，階段3及階段4的同學顯得對課程安排持較正面的態度與肯定，而階段2的學生則是傾向於傳統教學的方式，希望能由教師為課程之主體，知識的習得以課本內容為主。在學習成效方面，研究發現階段2的學生進步的幅度顯著優於其他階段的同學。
四、由學習感受問卷的結果發現，多數的學生對於實驗教學有正向的經驗感受，包括知識的增進與學習技巧的獲得、思考的角度，以及對於社會科學科技間關係的了解等等，皆能感受到因課程設計而產生的改變，同時也增進了學生對於民主社會的關心與了解，這樣的結果也顯現在學習歷程檔案的回饋意見中。以上的研究發現顯示出學生對於課程的支持與認可，而學生的感受及回饋，正是呼應了課程之設計理念與期望。

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