博物館幼兒科學教育理論與實務之探討

The Scientific Educational Theory and Practical Meaning of Visiting Museums for Young Children

本文首先從博物館與兒童的關係論述，了解博物館已經為兒童提供何種形式及內容的學習資源，接著以皮亞傑學派與後皮亞傑學派的認知發展理論探討，建構幼兒科學教育的理論基礎；進一步將幼兒科學教育重點，從科學的認知、科學的過程技能以及情意領域三個向度進行探究，期使達成當前盛行的「全人」、「統整」的兒童科學教育目標。最後，將兒童科學教育各項理論與原則落實於博物館科學教育的實施上，在內容選擇方面，需從幼兒生活經驗中的素材、兒童天生的組織結構及兒童的問題中去尋找。在教材發展上，需考慮以下七點事項：統整的活動設計、實地體驗的提供、科學概念的呈現、轉換理論的應用、科學經驗安排需有一致性、以及教學環境安排。而在活動實施上，則有以下六點活動帶領者須注意的事項：善用隨機經驗、掌握介紹材料技巧、鼓勵發問及發表、給予足夠的觀察、實驗機會、教師措詞遣句須小心謹慎、尊重兒童興趣與價值選擇。

The description of the relations between children and the museums explains the type of learning resources that museums offer to children. Next, based on the Cognitive-Development Theory of Jean Piaget and Neo-piagtian, this study discusses the theory basis of constructivism of science education for young children. Furthermore, it explores the main points of science education for young children from Cognitive, Affective, and Psychomotor Domains in order to attain the goals of 'wholeperson' and 'integrity' in science education for young children. Lastly, all the theories and principles of science education for young children are realized in the implementation of science education at museums. The selected topics include life experience, organizational skills, and general problems encountered by young children. Regarding the development of teaching materials, there are seven things to be taken into consideration. They are integrated activity design, field trips, demonstrations of scientific concepts, application of transform theory, consistency of arrangement of scientific experiences, and arrangement of teaching environments. As for activities, there are six things that activity leaders must monitor.