STS課程的科學教育，以解決當代地方或而和科技有關之社會議題為焦點，使常生能把所學的科學知識與科學技能，應用在日常生活動當中。這種課程重視社會議題，考慮到科對社會生活之關聯，並能培養學生價值判斷以及作決定解決問題的能力。由於STS教學著重情境中之學習，學生位於整個學習的中心，以他們想要解決的問題作為活動的焦點，使學生經常有發問及討論。 唯初次參與STS活動者，往往不知如何自行建構自己的知能，教師必須使用適當的鷹架，來輔助學生藉著設計教學模組的活動，學得良好之建構教學能力，以培育其卓越之教學專業技能。近年來，有關放射性與輻射性的意外事件層出不窮，對整個社會衝擊甚大，本研究乃嘗試利用輻射鋼?事件與核能力電廠放射性物質外洩等和學生日常生活密切相關的社會議題，師生命作共同開發設計和核化學有關的STS模組，並探討運用下列方法：模擬、實地參觀、分組討論、角色扮演以及合作學習等，以利用開發模組作為師資培育之教學策略，使師院學生與師資班學生能藉著開發模組的活動過程而學到STS教學所需要的專業知能。並以質的研究察學生的學習過程與結果，據以歸納出重要發現，作為師資培訓練之參考。 由本研究發經由開發STS核化學模組與運用其進行教學時，師院學生的學習興趣高昂，能針對日常生活中的社會議題，主動蒐集資料，以設法解決當地社區的問題。學生對核化內容能自行建構其個人性的意義，將其與社會、相關科技緊密相聯，因而增進其STS的素養。唯研究中也暴露不少實際問題，是有心進行STS教學者必須正視與解決的。總括來說，STS模組的開發與應用，可作為師資培育的優良教學策略。

　　　　　There is current wave of educational reform in Taiwan reform in Taiwan to change our goals of science education towards Science-Technology-Society literacy. STS programs develop in students higher cognitive abilities which integrate and social needs. Since teachers have long played the key role in inducing any change in school science curriculum and practices, this paper focuses on teachers. Although it has been suggested that developing STS module could foster students' critical thinking, problem-solving and the ability to take social actions, empirical investigations need to be done to test this claim. This study was conducted to examine of designing activities for STS modules could be used as an effective instructional strategy in pre-service teacher education. This paper is divided into three parts. The first section focuses on the development of STS prototype modules of nuclear of nuclear chemistry in the curriculum of General Chemistry for use in national teachers colleges. The second section focuses on the application of to various instructional strategies and learning modes in the learning activities of pre-service teachers. The third section focuses on the utilization of the developed modules in enhancing the STS professional competence of both the lecturers and pre-service primary teachers in the national teachers colleges. The students designed the STS units and utilized them in micro-teaching experiences. Based upon the results from observing classroom activities and students' journals throughout the learning processes, students were found to be highly motivated, more able to relate their subject knowledge to the real-life situations, and better prepared to broaden their societal and world views. it appears that the STS module developing activity can be an effective strategy in the teacher education by which students foster their open-ended thinking and problem-solving ability.