從行動者網絡理論觀點探究水資源課程的生成與轉譯歷程
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2018
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Abstract
本研究旨在探究一門水資源環境教育課程（Project WET）的開發實驗過程，並以關渡自然公園於2016年至社子島進行的《校園生活秘境：社子探險記》計畫作為研究對象。透過觀察、訪談和文件分析的質性研究方法，遵循Callon (1984)提出的轉譯定義以及Star和Griesemer (1989)的邊界物件概念作為分析課程生成的依據，在問題化、利益關係化、徵召與動員這四個契機點檢視Project WET的轉譯歷程，並依照分析結果繪製行動者網絡關係圖。研究結果發現：（一）轉譯的Project WET從校園出走並位移至水資源教育夥伴網絡；（二）行動者的行動能力由協商意願和策略所促成。
This study aims to investigate the experimental process of developing a one-semester course by drawing the knowledge from Project WET curriculum and implementing it at school. The project of nature art festival Adventure Time in Shezi: Explore Our Hometown conducted by Guandu Nature Park in 2016 is the case of this research. The researcher uses the definition of Translation derived from Callon (1984) and the concept Boundary Object from Star and Griesemer (1989) as guidelines to understand the translation movements of the curriculum. Through qualitative research methods of observation, interview and document analysis, the researcher examines the process by four moments: problematization, interressment, enrollment and mobilization, and depicts the actor-network relationships according to the analysis. The results are: (1) The translated Project WET curriculum moved from the elementary school to the Taiwan Water Education Partnership Network (TWEPN); (2) Actors’ agencies are enacted by the negotiation willingness and the strategies.
This study aims to investigate the experimental process of developing a one-semester course by drawing the knowledge from Project WET curriculum and implementing it at school. The project of nature art festival Adventure Time in Shezi: Explore Our Hometown conducted by Guandu Nature Park in 2016 is the case of this research. The researcher uses the definition of Translation derived from Callon (1984) and the concept Boundary Object from Star and Griesemer (1989) as guidelines to understand the translation movements of the curriculum. Through qualitative research methods of observation, interview and document analysis, the researcher examines the process by four moments: problematization, interressment, enrollment and mobilization, and depicts the actor-network relationships according to the analysis. The results are: (1) The translated Project WET curriculum moved from the elementary school to the Taiwan Water Education Partnership Network (TWEPN); (2) Actors’ agencies are enacted by the negotiation willingness and the strategies.
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轉譯, 邊界物件, 行動者網絡理論, 水資源環境教育課程, 課程社會學, Translation, Boundary Object, Actor-Network Theory, Project WET Curriculum, Sociology of Curriculum