觀眾與學習者：博物館成人觀眾的學習認同

Visitors and Learners: Adult Museum Visitors' Learning Identities

目前的學習理論聚焦於個人基於本身單獨的、在社會脈絡中，以及作為社群一份子的經驗所進行的意義建構。但要進一步了解個人學習歷程的關鍵之一，是瞭解人們在利用各種制式與非制式的學習經驗時，如何看待自己是怎樣的學習者？博物館越來越將自己定位為提供豐富學習經驗的場所，而研究也顯示，當人們被問及參觀博物館的動機時，他們通常給的答案是「學習」；然而，鮮少有人去深究這其中的意義。博物館觀眾認為的學習是什麼呢？在參觀博物館的脈絡中如何看待自己身為學習者這件事─也就是他們的學習認同。本文摘自我所探討博物館成年觀眾的學習認同，以及學習認同如何受到參觀博物館展示所影響的博士論文。

Current theories of learning focus on the meanings an individual makes based on their experience—alone, within a social context and as part of a community. A critical aspect in better understanding the process of learning for an individual is to find out how people view themselves as learners across the rich array of both formal and informal learning experiences available to them. Museums are increasingly positioning themselves in the market as places for rich learning experiences, and research has shown that when asked why they visit museums people often say “to learn”, yet there has been little exploration into what this means. What do museum visitors think learning is and how do visitors view themselves as learners within the context of a museum visit—their learning identity? This paper reports on a doctoral study that investigated adult museum visitors' learning identities and how these were influenced by a visit to a museum exhibition.