本研究針對某鄰近火力發電廠之國小一班五年級學生(N = 28)，根據Zeidler與Keefer (2003)對社會性科學議題(SSI)教學模式，所建議的個案、文化、對話與知識形成等內涵，發展一份「臺灣能源的使用和選擇」模組，以單組前、後測設計從事5週10節課的個案班級之教學研究。研究目的主要探討在此SSI教學前後，學生就三種條件下對火力發電廠在家鄉設立與否及其理由的改變，藉此呈現其學習前後的非形式推理改變。在教學過程中，以議題學習單及錄影紀錄等蒐集質性資料。結果顯示：一、在維持現況及增加補助金條件下，教學前後，反對火力發電廠設在家鄉的人數，皆達七成上下；二、教學後，在增加污染防治的條件下，六成學生贊成設立；三、教學後，約四成學生在三種條件下，均反對設置；四、由學生在三種條件下立場的組合，可知其對議題的判斷與決定具備理性基礎；五、就「維持既有條件下」及「增加補助金條件下」，在教學後持反對立場的學生所提出的理由類別及次數，均高於在教學前；六、與其他另兩項條件相比，在「增加防治措施條件下」，教學後學生所提贊成的理由次數增加較多。本研究結果顯示營造不同條件下之議題教學具有促進學生理性推理的作用。根據結果，本文並就未來研究及教學提出建議。

This study was based on the SSI teaching model which included case-, culture-, discourse-, and NOS elements suggested by Zeidler and Keefer (2003) to develop and teach a module themed as ＂Choice and exploit of energy in Taiwan＂ in a 5th case class (N = 28) adjacent to a Power Plant (PP) for a one-group pre- and post-test design with 10 sessions in 5 weeks. The study mainly explored students' change in their opinions and reasons if maintaining PP under three different conditions after the SSI-module teaching. Qualitative methods, such as worksheets, informal interviews, and videotaping were mainly used for data collection. The findings were: 1. Under both conditions without change and the additional compensation, 70% students opposed the PP in both before and after teaching. 2. After teaching, 60% students supported PP if there were more strictly controls on the pollution. 3. After teaching, 40% students opposed PP under all three conditions. 4. According to the decisions under three different conditions, it was concluded that students' informal reasoning is mostly based on logic. 5. For both ＂the current condition＂ and ＂the more compensation,＂ students with opposite position proposed more reasons to support themselves in the post-test than pre-test. 6. Compared with the other two conditions, students who advocated the PP under ＂the more pollution controlling policies＂ after the instruction gave more reasons than in pre-test. This study reveals the use of variety of conditions for students to compare and make the decision can enhance their rational reasoning in the social context. Based on the results, the recommendations on teaching and research in the future are proposed.