本研究為合作行動研究，透過研究者與教學者的共同合作，將 STS 科學教學模式 應用於國民小學科學教育學習活動中。研究者首先協助教學者透過研讀文獻與討論等活動建 構其 STS 教學理念，進而於實際教學中運用 STS 策略以「豆漿製作」為主題，並以國民小 學三年級學生為對象發展 STS 學習活動，由豆漿的製作為起始， 透過小組討論、共同討論 、訪問、實驗、紀錄、觀察、資料收集、腦力激盪、器材設計、發表、決策等活動，發現製 作過程中的各種問題並試圖加以解決。學生在活動中經驗到溶液、濃度、加熱、突沸、過濾 等重要科學概念，討論各種設備的選用和其優缺點，並將所學實際應用在生活情境中。研究 發現以「豆漿製作」為主題的 STS 學習活動能夠與學生生活經驗相結合， 能夠發展出涵蓋 重要科學概念和過程技能的探究活動，並具有其社會文化上的意義，適合作為本土性之 STS 教學模組。

　　　　　The research was implemented by cooperative action inquiry. The author tried to employ a Science-Technology-Society (STS) approach in the teaching activities in a third grade science class. The topic of "Preparation of Soya Milk" was chosen to explore the availability of developing an STS module in a local elementary school in Taiwan. The inquiry lesson was initiated by asking pupils about their prior experience with drinking or preparing soya milk. Pupils in the science class had been involved with the following activities: panel discussions, class discussions, individual or group projects, interviewing, experiments, observing, data collection, brainstorming, designing and constructing equipment, presentation, and decision-making. Both the teacher and the pupils worked cooperatively to find and solve some problems during the process of preparing soya milk. Through the inquiry lesson, the pupils learned some important science concepts such as solution, concentration, heating, boiling point, and filtering. Meanwhile, pupils experienced some basic process skills like observation, predicting, inferring, and communicating. Moreover, pupils also learned some good attitudes like cooperation, objectivity, precision, and confidence. Pupils concluded inquiry by learning the usefulness of the soy bean residue and the strengths/shortcomings of the experimental equipment. In conclusion, pupils can apply the lesson "preparation of soya milk" into daily living. And the topic is indeed a good STS teaching module because of its multi-function science inquiry activities and special local culture meaning.