從認知心理學派觀點探析博物館內的學習

Examine Museum Learning from the Theories of Cognitive Psychology

為探究觀眾們在博物館內學習的模式，筆者嘗試從影響近代教育甚巨的認知心理學派著眼，根據認知學習建構知識的歷程來探討博物館內觀眾的學習模式。本研究的研究方法係以文獻探討及個案分析為主。主要內容分為三大部份：首先從文獻中整理出認知心理學的發展及近年來博物館教育的興起，然後分析認知心理學對博物館教育的影響。其次則從人類學習的角度出發，探討認知心理學的學習觀，並以認知學習的內在歷程－－訊息處理的學習模式為主，輔以布魯納的發現學習理論進行分析討論。最後再從博物館教育研究的實例來探查觀眾的學習行為，然後根據認知學習歷程模式，發展博物館內觀眾的認知學習模式，希望建構出博物館學習的理論基礎。

Since the 1960s museums all over the world have been very deeply concerned with their functions as educators. In fact, many people feel to confirm the educational function of museum is the largest contribution during museum evolution. But how is a museum supposed to 'educate' the public? How does an institution which is open, free and absent a curriculum go about the business of education? The description and design of an exhibition in a museum do have their pre-determined objectives and aims which they are intended to convey as well as introductions offered by museum guides and a variety of educational events designed by educators. These are all included to educate the public, but do visitors really experience and learn in the way that the museum hopes they will? Is there a set learning model for visitors? Just how do visitors in a museum learn things? Actually what the museum provides for visitors is a place to learn, and visitors much play an active part in learning process rather than simply 'being educated'.