本研究採用準實驗研究法，以七年級學生做為研究對象，對照組進行一般教學活動，實驗組則採行兩難議題融入自然與生活科技的模組課程，並於教學實驗前後，利用問卷檢視兩組學生在環境認知及環境態度方面是否有所差異，以提供現職教師做為執行此類課程時的參考。
本研究所獲得的結果如下：(1)兩難議題融入自然與生活科技的模組課程可提升學生的環境認知及態度，且在各面向的提升效果均較傳統的講述式課程差；(2)學生的環境認知與環境態度之間呈現正相關；(3)兩難議題的融入式課程可提升學生的課程參與度及思考範疇；(4)立場及情境會影響學生的態度及決策結果。建議教師實施環境教育時，應增加兩難議題的融入式課程、及培養學生的環境問題覺察能力，並注意立場及情境對學生造成的影響。

In the research, we adopted the Quasi-experiment design on 7-grade students. The course – “integrating Environmental issues into Science and Technology” was applied on the experiment group, while the comparison group took the traditional one. We used the questionnaire to survey the difference of students’ environment cognition and attitude between the two groups. And we hoped it can help teachers to carry out such courses.
The result revealed : (1)The “integrating Environmental issues into Science and Technology” course could improve not only the whole, but also all dimensions of students’ environment cognition and attitude. (2)The relationship between student’s environment cognition and attitude is significantly positive. (3)The environmental issue-discussion-oriented courses could help to encourage students’ participation and to broaden their horizons as well. (4)The standpoint and situation might influence students’ attitude and decision-making. Due to all mentioned above, while putting the environment education into practice, it would be better for teachers to incorporate more environmental issue-discussion-oriented courses, to increase students’ sensitivities regarding environmental issues, and moreover, teachers should pay more attention to the effect on students caused by the standpoint and situation.

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