[[abstract]]The main purpose of this study was to compare the effects of Mathematics-Science-Technology（MST）Curriculum Model with Traditional Curriculum Model on technology learning achievements and problem-solving behaviors of junior high school students. In order to achieve the purposes, a six-week segment of the technology curriculum for junior high schools was taught to four intact classes. Two classes were randomly assigned to experiment group, MST Curriculum Model while the other to Traditional Instruction. MST Learning Activities were developed by the researcher according to the related references and the MST approach. A pre- and post-test quasi-experimental design was employed to measure the differences of students’ achievements under the conditions of two different teaching approaches. The major instruments used to assess students’ achievements in this study were the Heppner and Petersen’s Problem Solving Inventory, the student learning portfolio in construction technology activity and construction technology achievement test. The major results of this research were as follows： 1. MST Curriculum Model could improve students’ construction technology achievement test scores in junior high schools. 2. MST Curriculum Model has positive effects on students’ Problem Solving Inventory scores. 3. MST Curriculum Model was suitable for male and female students to learn Construction Technology.
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