非制式教育場域辦理自造及科技教育活動之調查

An Investigation on Implementation of Maker and Technology Education Activities in Non-formal Educational Field

本研究旨在藉由文獻探討自造教育、十二年國民教育課程中「科技領域」教學及博物館非制式教育三者之關聯，並調查民眾參加科學博物館「2018科技Fun手玩──自造及科技教育嘉年華」活動後對自造教育內涵、學習內容的認知程度及活動滿意度。研究者以2018年參與活動的民眾為研究對象，以便利取樣方式針對18歲以上成人進行問卷調查，扣除無效及填答不確實者，有效問卷共369份，經量化資料分析後，主要有下列幾點發現：1.經文獻探討，自造教育與十二年國民教育課程中「科技領域」具有相同之特色，且非制式教育體制中的科學博物館因強調動手操作及體驗，也是合適推動自造教育的場域。2.對整體活動的滿意度具有很高的評價，在「活動規劃與服務」及「活動內容安排」構面，也有不錯的回應，顯現活動能有效吸引民眾的參與，達到自造教育推動的目的。3.民眾對於自造教育意涵中涵蓋「學習解決問題能力」的認知，因本身學歷的差別，在認知程度上產生顯著的差異。4.對於自造教育學習內容中應教授「專題製作課程」的認知程度，因「活動前是否聽過自造教育」或「學歷」不同而產生顯著差異。5.不論民眾「活動前是否聽過自造教育」或「學歷」上不同，在自造教育最重要的特質一項皆以選擇「動手實作」最多。 The main purpose of this study is to investigate the correlation among maker education,“technology” domain of 12-year national education curriculum, and non-formal education,as well as to investigate general public's level of understanding of the connotations ofmaker education and learning content and satisfaction with activities after participating inthe activities of “2018 Technology Fun DIY: Maker and Technology Education Carnival” heldby science museum. This study enrolled the general public participating in the activities in2018 as the research subjects and used convenience sampling to conduct a questionnairesurvey on adults over the age of 18. After the invalid and incomplete questionnaires wereexcluded, there were a total of 369 valid questionnaires. After the quantitative analysis ofthe data, the main findings are as follows:1. According to the literature review, maker education shares the same characteristics with“technology” domain of 12-year national education curriculum. In addition, because sciencemuseum in non-formal educational system emphasizes hands-on operation andexperiencing, it is also a field suitable for promoting maker education.2. The subjects' satisfaction with overall activities was very high, and their responses to thedimensions, “activity planning and service” and “arrangement of activity content” were alsogreat, suggesting that the activities effectively attracted the participation of general publicand achieved the objective of promoting maker education.3. Due to the difference in educational background, general public's level of understandingof “learning of problem-solving competence” included in the connotations of makereducation was significantly different.4. Due to the difference in “hearing about maker education or not before the activities” or“educational background,” general public's level of understanding of “Special Project Course”ought to be taught in the learning content of maker education was significantly different.5. Regardless of general public's difference in “hearing about maker education or not beforethe activities” or “educational background,” most of them selected “hands-on operation” asthe most important characteristic of maker education.