隨著科技社會的急遽變化，如何提高民眾在各種社會性科學議題上的參與，以型塑更為成熟的公民社會，這是通識教育所擔負的重要責任之一。近年來，在臺灣通識教育的一連串改革中，行動與問題導向的學習是一個重要的課程設計理念，它不僅與通識教育的跨領域精神相符合，並且能夠補足專業教育的不足。本研究以「科學、新聞與生活」的通識課程為例，以非形式推理的特質作為理論基礎，透過「學生即科學記者」的教學模式設計，探討如何促進學生的科學新聞監控能力。在教學過程中，學生扮演科學記者的角色，透過個人科學新聞的建構學習科學新聞的識讀。教學過程區分成五個明確的步驟，包括：閱讀、形成議題、資料採集、反思寫作及回饋。在學習成果的評估上，分成兩種部分：首先，以「超越內容知識」的概念為基礎，透過「科學新聞解讀」測驗的前、後測，分析學生對於科學新聞背後產製過程的瞭解及非形式推理的表現；其次，透過進一步的深度訪談，瞭解學生對於科學新聞進行監控的質性歷程。研究結果顯示，透過通識課程的教學，學生可以更加複雜及豐富的向度來監控科學新聞，超越內容知識的增加確實有助於學生更加瞭解科學及媒體的互動關係，有助於進一步參與科技議題。

With a rapid changing technological society, general education plays an important role to improve the general public to participate in the socio-scientific issues and to cultivate a more mature civil society. Action learning and problem-based learning are the useful concepts that apply to the general education program, especially during the recent years of general education reform in Taiwan. These concepts match the interdisciplinary features within the general education and make the latter different from the professional education. This study took the Science, News and Life, a course in general education, as the example, exploring how to improve students monitoring on science news. Based on the theoretical assumption of informal reasoning, a teaching module, Student as a Scientific Journalist, has been conducted in the study. Students were asked to role-play as a science journalist to learn science through composing a personal version of the news on their own. A group discussion had been applied together with five stages instructed, such as reading, agenda setting, data collection, news writing, and feedback and reflection. The participants were college students enrolled in a general education program in Taiwan, and two phases of evaluation were included in this study. First, primary data were collected from the pre- and post-test questionnaire in a Science news exploration. The survey was based on the idea of content-transcending knowledge to evaluate students' understanding of production processes behind the science news. Comparing the results from the pre- and the post-test was aimed to examine if this instruction improved students' informal learning towards science and the media. Secondly, an in-depth interviews followed to explore how students have been monitoring the news. The results showed that an increase of content-transcending knowledge introduced could help students pay more attention to the interaction between science and the media, as well as more diverse dimensions during their science news monitoring.