Abstract
This article proposed a series of models of biological technology governance review learning and guidance processes that capture technology considering the relationship between existing breeding organisms and technological development, and society at the previous stage of problem-solving in the technology subject from the viewpoint of emphasizing cooperation between STEAM disciplines, including language proficiency and emphasis on metacognitive ability. This paper proposed a learning guidance process model and designed a curriculum to develop the model through conception, practice, and evaluation, and it verified its effects. The ratio of each “A" standard was <70% in the viewpoints and ways of thinking about the biological-breeding technology and the evaluation criteria of thinking, judgment, and expression related to technological governance. From the student worksheet description, it was suggested that it is important to relate it to the experience of learning about the improvement of skills such as breeding in the fifth-grade elementary school social studies. In addition, as the result of a confirmatory factor analysis, “conceptual knowledge about the target concept of biological breeding technology" and “metacognitive ability" were found to have a weak but significant inter-factorial correlation (r = .39). In the model, it was suggested that metacognitive ability and acquisition of conceptual knowledge may interact.
