靜態展示設計對國小學童學習經驗之探討：以國立台灣博物館「生命密碼：拯救生物多樣性」展覽為例

Learning Experiences of Elementary Children through Static Exhibit Designs : A Case Study of the “Codes of Life: Saving Biodiversity on Earth” Exhibit in the National Taiwan Museum

本研究主要目的乃藉由國立台灣博物館於2007年2月至2008年4月間所設置之「生命密碼：拯救生物多樣性」展覽為研究樣區，瞭解學齡兒童﹙以下簡稱學童﹚在參觀該展覽的不同展示設計後所獲得之學習經驗。在研究設計上，本研究採用情感、知識獲得及行為傾向三因子整合作為學習經驗之測量依據。研究結果發現，學童對於五種不同的靜態展示設計（輸圖或照片、標本、模型、圖文解說、另類展示）皆持有正向的學習經驗，其中以行為傾向及情感層面居多，知識獲得則顯薄弱。「輸圖或照片」及「圖文解說」兩項展示設計對於學童之學習經驗有較顯著之影響。另外，學童參觀次數增加對其個人感受程度有明顯減少的趨勢，並且學童對於各項展示設計的偏好程度亦隨年齡增長而依序升高的趨勢。最後本研究乃針對博物館相關展示教育，以及未來研究提出具體建議。

This study used the “Codes of Life: Saving Biodiversity on Earth＂ exhibit in the National Taiwan Museum from February 2007 to April 2008 for investigation. Children's level of learning from visiting the different exhibit designs was assessed. “Learning Experiences＂ measured in this study are defined as a combination of three factors including affective, cognitive, and behavioral tendencies. Results of the study revealed that elementary school kids´ learning is positively related to the five different kinds of static exhibit designs（including Image Panel, Specimen, 3D Model, Graphic Panel, and Alternation Exhibition）. Particularly, “Image Panel＂ and “Graphic Panel＂ were two factors obviously influencing their learning outcome. As for the three factors of learning experiences, children obtained a higher degree on the affective and behavioral tendencies than that of the cognitive one. In addition, the more frequently the children visit the exhibition, their senses producing from their visiting experiences became less, as well as the level of preferences in regard to different exhibit designs was increased as the children's age rises. Suggestions for the practices and future research were also discussed.