從建構主義取向探究博物館教育活動的規劃設計

Planning the Museum's Education Activity from a Constructivist Perspective

科學博物館透過其展示的陳設、場景的營造及各類型的互動式操作介面，供觀眾們在展示場中自由參觀、探索，期望傳達具體的科學意涵，讓觀眾們在探索中學習。但為了增強博物館教育的功效，博物館教育研究人員仍試圖透過活動的辦理，期提高觀眾的學習效果。博物館面對的觀眾是多樣化的，提供的學習內容也非一般學校的分科課程，因此，在實施層面上與制式教育有相當的差異。其教育活動須更具彈性、更活潑有趣，或是更切合觀眾之學習興趣，才能吸引觀眾的參與，進而讓觀眾在學習活動中構築出新的經驗或知識，而這便是建構主義取向的學習觀所強調的。本文分別從科學教育領域中所提出的建構主義學習觀，及科學博物館教育的定位與特色兩個軸向進行探討，而後探究科學博物館應如何規劃建構主義取向的教育活動，進而提出規劃辦理之原則。

The Science and Technology Museums offer visitors the chance to freely explore its various exhibitions and interactive devices. Its goal is to enhance the visitor's scientific knowledge with simple and entertaining scientific messages. Although visitors can learn from discovery, it is possible to get a superficial understanding through quick and casual observation. Therefore, the museum's educators and researchers attempt to intensify the museum's educational function by designing activities. As an informal education institute, Science and Technology Museum faces a variety of visitors. The learning context it provides are different from the subject-divided courses offered at a normal school. The museum's educational activities should be more flexible, intriguing and visitor-friendly in order to attract visitors' participation. Therefore, visitors can re-construct their knowledge and concept through these activities, which is the application of Constructivism-oriented learning theory. This article addresses Constructivism learning theory, and explores the role and feature which science and technology museum should play in informal science education. It will further discuss how the museum should plan Constructivism-oriented educational activities and come out relevant principals.