本研究之目的在於藉由融合科技史與STS議題的教學活動，建立學生多面向批判思考科技議題的能力，進而暸解STS教學活動對學生批判思考廣度之影響。研究對象為126位新北市某國中八年級學生，整體教學實驗歷時三週教學活動之設計以能源、動力史為主題分成三大階段，首先運用蒸氣機引導學生暸解科技發展與社會互動的相關因素，而後嘗試從不同角度分析影響內燃機發展的因素，最後針對核能議題進行批判思考。教學結束之後，研究者針對學生填寫的兩份學習單進行評分，並探討學生批判思考面向的改變情形。經分析與討論後，本研究獲得以下三點結論: (1)透過STS取向之科技史教學活動，可故發學生多面向思考之能力; (2) 學生批判思考之深度及廣度會受限於其先備知識及生活經驗之影響，並易侷限於技術層面的觀點; (3)在進行批判思考能力之教學時，應依照學科特性將批判思考能力作細部且有層次的區分，並於適當的教學情境中進行逐步的養成。 ; The purpose of this study was to develop students' ability to think critically from STS activities regarding with technology history， and to examine the effect on students' critical thinking. One hundred and twenty-six 8th grade students participated in this three-week study. The history of energy and power was used as the theme of STS activities which were divided into three stages. In the first stage, the history of steam engine was used as an example to assist students understandingthe factors that influence the development of technology and society. In the second stage, students were required to analyze the factors that affect the development of internal combustion engine and society from different aspects. In the final stage, students were required to employ their critical thinking abilities to analyze the nuclear power issues provided. Based on the results, the following conclusions were made: (1) Students' multi-dimensional thinking ability can be stimulatedthrough STS activities of technology history. (2) Facing technology issues, students tend to be restricted by their prior knowledge, living experiences, and technical think. ( 3) When teaching critical thinking, teachers need to design STS activities based on the nature of the subject to develop students' critical thinking abilities in different levels.