(一)STS單元活動：油炸後的食用油該如何處理？
本研究開發 STS (science-technology-society)”油炸後的食用油該如何處理？”活動單元之學習情景及使用問題中心和合作學習法的教學／評量策略。於此過程中大二學生(1)透過(a)審視自己對相關STS論題的看法與價值觀(b)遭遇STS行動上之看法及價值上之矛盾(c)提昇對此STS主題之開放性思考而建構知識、看法、與價值觀。(2)以化學實驗單元技能結構圖為後設認知工具幫助學生(a)建構、組織及修正其實驗過程概念的認知結夠，並(b)轉移該實驗技能於不同的實驗情境中，解決所遭遇到的問題。
在活動的過程中學生保持高度的興趣，並擴展到真實生活的社會觀。幾乎所有學生的思考皆提昇至更高的層次，並且各項評量之間有著高度的正相關；參與度與紙筆測驗的正相關為75%；參與度與思考層次的正相關為85%；參與度與實驗過程圖的正相關為85%；參與度與實作成果的正相關為85%；紙筆測驗與思考層次的正相關為85%；紙筆測驗與實驗過程圖的正相關為90%；紙筆測驗與實作成果的正相關為90%；思考層次與實驗過程圖的正相關為100%；思考層次與實作成果的正相關為100%；實驗過程圖與實作成果的正相關為85%；參與度、紙筆測驗、思考層次、實驗過程圖、及實作成果的正相關為75%；由實證結果顯示，本教學／評量策略對學生建構知識、看法及價值觀是有效的。
本模式並用於大四學生，變能有效地促進學科教學知識及STS學習。
(二)設計清潔劑STS活動單元
本論文設計”清潔劑”活動單元，所設計的總計有四個活動單元，分別為：(1)油炸後的食用油該如何處理、(2)清潔劑從哪里得來呢、(3)如何選購優良的清潔劑、(4)清潔劑對大自然的影響等四個單元。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生使用。學習者可從事這些活動中自我建構、並探討作抉擇、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。

(1)STS Unit Activity: What Should We Do With The Used Cooking Oil?
This study is to develo instructional and assessment strategies for the STS unit activity on the topic, "What should we do with the used cooking oil?", using problem-centered, cooperative learning. In the process students (sophomore) are to (1) construct knowledge, views and values by (a) examining their views and values about responsible citizen actions concerning STS issues involved, (b) confronting inconsistencies in their views and values about the pertinent STS actions, and (c) promoting their open-ended thinkng on this particular STS topic; (2) use process-map as a metacognitive tool which helps learners (a) organize, construct, and modify their process-concept cognitive frameworks, and (b) transfer learning to new situations. Their descriptive stantement reflected their open-ended thinking on the STS topic. Their levels of cognitive complexity on the STS issues were scored by the McDaniel's 5-point scale. The ability of designing experiments were assessed on the process maps drawn and the paperpencil tests; the latter also assessed learning achievements in chemistry concepts. and integrtion of subject matter knowledge. The degree of participation and quality of performance in the activities were measured on our five-point scale.
The results showed that the instruction/assessment strategies were successful. The model kept them in high degree of interest throughout the process, promoting their social views and knowledge on "the topic" in the real life; and almost all of them advanced to higher levels of thinking. Between the following assessments there were strongpositive correlations expressed by percentage consistencies: degree of participation and level of thinking (85%); degree of participation and process-map (85%); degree of participation and experimental result (85%); paperpencil test and level of thinking (85%); paper-pencil test and process-map (90%); paper-pencil test and experimental result (90%); level of thinking and process map (100%); level of thinking and experimental result (100%); proces-map and experimental result(100%); degree of participation, paper-pencil test, level of thinking, process-map, and experimental result (75%). The result showed that the instructional and assessment strategies were effective for students to cnstruct knowledge, views, and values about the STS topic.
The model was also used on a senior class, and found effective in promoting their STS learning and pedagogical content knowledge.
(2)Design of STS Activity Units "Detergent"
This paper is to design STS activity units "detergent". There are four units (1) what should should we do with the used cooking oil? (2) what are the sources of the detergents?" (3) How should we select good detergents?; and (4) How would the detergents affect the enviroment? 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 information collected from the local libraries, newspapers, magazines, consumer association, and industry unions. Therefore, the activity units developed using the information have the local feature suitable for use in the secondary schools. Students engaging in these activities will be able to constructed the ability of investigation, decision making, and problem solving; they will also develop social and global views.