科學博物館中成人對展示內容的科學概念建構策略之研究

Abstract

本研究旨在探討成人觀眾在國立科學工藝博物館4樓「科學開門----探索廳」之「追根究柢」及「穿越時空」兩區之學習特性、科學概念建構之策略及影響科學概念建構之因素。研究者根據「研究對象選取原則」篩選三位訪談對象，再採用「放聲思考法」（think-aloud method）搜集訪談資料。 根據訪談及分析結果，摘要說明如下： 一、以檢索先備知識、經驗為主：「聯結、檢索先備知識、經驗」為基本策略，「快速瀏覽說明文」、「學習遷移」、「推論」為變通策略。 二、以判斷情境脈絡線索為主：「搜尋情境脈絡線索」策略為基本策略，「控制變因」、「推理」、「後設認知」為變通策略。 三、以嘗試錯誤為主：「嘗試錯誤」為基本策略，「假設」、「尋找情境線索」、「聯結先備知識、經驗」、「類比」為變通策略。 研究者並依據其學習路徑將前兩者命名為「循環傾向之科學概念建構者」，後者命名為「線性傾向之科學概念建構者」。影響「循環傾向之科學概念建構者」科學概念建構之因素有：展品關鍵概念無法掌握、展示說明輔助資源不足、展品概念深度不足、操作方式過於單調、展品學習之相關資源不足；影響「線性傾向之科學概念建構者」科學概念建構之因素有：先備知識有限、科學過程技能不熟練、展示說明過於冗長、展品學習之相關資源不足。最後，針對博物館展示內容及成人學習提出具體之建議。

The purpose of this study was to explore the characteristics of learning, the constructive strategies of science concepts and the factors of effect, of the adult audiences in the Science Exploration Center of National Science and Technology Museum. Three participants were selected based on "the principles of choosing participants" developed by researcher. "Think-aloud" method was adopted to collect the data. According to the outcome of interview and analysis, this research summarized the following conclusions: 1.based on prior knowledge or experiences: the basic strategy was " to connect prior knowledge or experiences with new science concepts" ; the flexible strategies included "browsing exposition rapidly" , "transferring of learning" and "inference". 2.clues of context: the basic strategy was " search clues from context" ; the flexible strategies included " control factors" , " reasoning" and " metacognition" 3.trial-and-error: the basic strategy was " trial-and-error" ; the flexible strategies included " assumption" , "search clues from context" , "to connect prior knowledge or experiences with new science concepts" and" analogy" . According to the learning route ,the researcher named the two former as “circulative constructor”, the later as “linear constructor”. The factors that influenced circulative constructor included lacking of key concepts of exhibition, resource of exposition, and depth of concepts of exhibition, and monotone of operation. The factors that influenced linear constructor included lacking of prior knowledge, practices of science skill and relative resource of exhibition , and long exposition.In the conclusion, concrete suggestions were put forward respectively to the museum toward contents of exhibition and adult learning..