本研究旨在探討運用STS教學將環境教育融入國小二年級的生活課程，以及實際進行教學的情形，並探討整個教學活動對學生環境覺知的影響。以質性研究方式進行，在教學活動中搜集學生所產出的資料，並且視教學情境或受試學生的答案對學生進行非結構性晤談，再根據學生的回答和文件資料，質性分析教學活動對學生環境覺知的影響。教學活動改編自原有之教材，並配合校園和社區環境發展出以環境教育為主軸的教學活動。教學活動分成三個單元：第一個單元「美麗的校園」，讓學生調查及介紹校園裡的植物，察覺綠化美化對環境的重要性；第二單元「社區大發現」，讓學生進行社區探訪，藉此發現社區中的環境問題；第三單元「環境保護」，透過繪本及影片，讓學生明瞭地球大環境面臨的問題。反省教學活動的實施，察覺運用STS教學融入生活課程的環境教育教學活動，所面臨的問題是學生解決問題的能力不足、天候狀況不佳、活動花費的時問超出預期等。分析教學活動對學生環境覺知的影響，三個單元活動均顯示學生達到觀察向度。情意和發現向度會受課程設計之教學活動而有所影響，活動內容貼近學生生活經驗，則情意和發現向度較明顯。自省向度可由持續的教學活動而提升。

The purpose of this research was to investigate what teaching activities of environmental education might be developed as STS teaching theory integrated into the second grade Life Curriculum. In addition, the researcher investigated how these activities were carried out, and their influences on students’ environmental awareness. After doing qualitative research through the activities, the researcher collected the students’ material, did informal conversation interview depending on teaching situation and students’ responses, and then analyzed the influences on students’ environmental awareness according to student’s responses and materials. The activities were revised from the original materials, and matched up with the school and community environment, after which teaching activities were developed on the basis of “environmental education”. They were divided into three subjects of teaching activities. The first subject, “beautiful campus”, encouraged students to investigate the plants in the campus and introduce them. Subject two, “discover our community”, led students to visit our community and find out environmental problems in our community. Finally, the third subject, “environmental protection”, used picture books and films to help students understand global environmental problems, and put environmental protection into practice. By reflecting on the teaching process, researcher noted some challenges teacher faced when instructing environmental education via the STS teaching methodology, as it was integrated in Life Curriculum, such as lack of problem-solving ability, undesirable of weather conditions and lengthy activities, etc. By analyzing the influences of the subject matter on students’ environmental awareness, the students were exposed to the dimension of observation. The dimensions of self-discovery and self-awareness could be targeted by the different activities designed in the curriculum, and significant improvements were noted. The dimension of introspection would rise by continued teaching.