本研究旨在探討STS教學對學生學習感受及小組互動模式的影響，於九十四學年度第二學期實施，在為期五週的實驗教學中進行問卷調查、小組互評及訪談，以北區某護專五專二年級110位學生為對象，研究結論為:學生普遍同意本教學可以引起學習興趣，也有助於個人能力的提升以及小組合作。在小組互動模式中，共和型組別最多，其次是相得益彰型，表示在自由分組的情況下，大部分的組別其組員之間的地位都是平等的。至於低位階者，有的是個性的問題，有的是參與率及學習態度不佳而造成的，本研究結果可作為自然科通識課程教學改進之參考。

The purpose of this research was to explore the impact on students' learning feelings and group interaction pattern during STS instruction. Itwas implemented during the second semester of 2005 academic year. Methods of questionnaire survey， inter-group assessment and interview were adopted during the five-week experimental teaching period， and the objects were 110 sophomores of a five-year nursing college located in northern Taiwan. The results were: students generally agreed that STS instruction can stimulate their learning interests， improve their personal ability and team cooperative. In the aspect of group interaction pattern， the showy demonstration mode shows the most， while the bi-Ieaders mode comes the second， which means that the majority of groups' statuses are equal under the free grouping. As for the lowest status， some of them are caused by personality problems， lower participation rate and poor learning attitude. The result may be used for reference to improve the teaching of natural science in general education.