科學傳播與教育的結合：科學教育理念下的電視科學新聞對學習者的科學-覺知、享受、興趣、觀點形成、與理解（AEIOU）之影響
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2016
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本研究旨在探討科學教育理念下所製播出的電視科學新聞(Educational Science Communication)，與一般的電視科學新聞(Daily Science Communication)對於學習者的差異，包含對科學的覺知(Awareness)、享受(Enjoyment)、興趣(Interest)、觀點形成(Opinion formation)、與理解(Understanding)，並以學習者的媒體科學素養(Scientific Literacy in Media)代表個人在學校和媒體中的科學學習程度指標，將學習者分為高/低SLiM組再做深入的探討。其中，AEIU係以量化研究法，O則係以質性研究法做分析，分析結果顯示：（1）對於低SLiM組的學習者，其科學興趣(Interest)在科教理念下的電視科學新聞中(M = 12.47, SD = 2.42) (t = -2.053, p ≤ .05)有顯著的提升。（2）對於高SLiM組的學習者，其科學理解(Understanding) 在科教理念下的電視科學新聞中(M = 2.06, SD = 1.01) (t = -2.01, p ≤ .05)有顯著的提升。（3）對於全部的學習者，在科教理念下的電視科學新聞中，他們會使用較多的科學概念支持自己的觀點(Opinion formation)。（4）對於全部的學習者，其科學覺知(Awareness)、與享受(Enjoyment)皆沒有顯著差異。
The purpose of this study was to explore the differences toward learners’ perceived scientific Awareness (A), Enjoyment (E), Interest (I), Opinion Formation (O), and Understanding (U) between science education initiated scientific TV news (i.e., Educational Science Communication, ESC) and general scientific TV news (i.e., Daily Science Communication, DSC). By adopting Scientific Literacy in Media (SLiM) as individual level of science learning in school and media, we divided learners into High/Low SLiM group to investigate deeply. The methodology we used to analyze AEIU was quantitative, and O was qualitative. The results revealed that: (1) For low SLiM learners, scientific interest (I) significantly promoted under Educational Science Communication (M = 12.47, SD = 2.42) (t = -2.053, p ≤ .05). (2) For high SLiM learners, scientific understanding (U) significantly promoted under Educational Science Communication (M = 2.06, SD = 1.01) (t = -2.01, p ≤ .05). (3) For all learners, they used more scientific concepts to support their opinions (O) under Educational Science Communication. (4) For all learners, scientific awareness (A) and enjoyment (E) were not significantly different under Educational Science Communication.
The purpose of this study was to explore the differences toward learners’ perceived scientific Awareness (A), Enjoyment (E), Interest (I), Opinion Formation (O), and Understanding (U) between science education initiated scientific TV news (i.e., Educational Science Communication, ESC) and general scientific TV news (i.e., Daily Science Communication, DSC). By adopting Scientific Literacy in Media (SLiM) as individual level of science learning in school and media, we divided learners into High/Low SLiM group to investigate deeply. The methodology we used to analyze AEIU was quantitative, and O was qualitative. The results revealed that: (1) For low SLiM learners, scientific interest (I) significantly promoted under Educational Science Communication (M = 12.47, SD = 2.42) (t = -2.053, p ≤ .05). (2) For high SLiM learners, scientific understanding (U) significantly promoted under Educational Science Communication (M = 2.06, SD = 1.01) (t = -2.01, p ≤ .05). (3) For all learners, they used more scientific concepts to support their opinions (O) under Educational Science Communication. (4) For all learners, scientific awareness (A) and enjoyment (E) were not significantly different under Educational Science Communication.
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科學傳播, AEIOU, 電視科學新聞, 媒體科學素養, Science Communication, AEIOU, Scientific TV News, Scientific Literacy in Media