本土觀點的科學中心展示概念：談「科學開門」之展示規劃

Establish a New Science Center from a Local Perspective: A Case Study of ''Open Sesame Science Exploration Center''

科學中心展示型態起源於二十世紀的歐美，並於全世界形成風潮。國立科學工藝博物館目前進行的展示更新計畫中，科學中心展示型態是為方向之一，而「科學開門－自然與生活科技的探索」主題更被賦與和九年一貫課程相關的任務。九年一貫課程理念以生活經驗為重心，強調統整精神，教師往往因教材主題及設施難覓等因素，降低了課程改革的成效：台灣升學掛帥，學生常將參觀博物館視為可有可無。對於這些現實條件，工博館的展示若欲發展出與中小學課程直接相關的科學中心，就須考量學校課程、中小學生、博物館等三個要角。本文分別從這三者探討其個別及相互關係，歸納出三個展示規劃原則作為展示概念發展之基礎：1.與學校課程的配合：統整概念的融入。2.吸引學生的要件：與學力測驗的相關、可參與操作的展示單元。3.發揮博物館功能：輔助學校之不足處、建立情境式的學習空間。設計概念是展示成形前最困難的階段，同時也是設計實現的奠基石。在「科學開門」的展示概念發展上，幾經震盪，最終以國中基本學力測驗題目為出發，反推出六個場域子題：科學之門、高山頂上、醫療線上、穿越時空、追根究柢、飛車上路，每一子題都設定有特定情境來涵蓋相關的自然與生活科技內容。跳脫常見以電、聲音、光等科學現象來分區，而從人們的生存場域來解釋周遭的事與物。如此，對於九年一貫課程強調的生活與統整觀念詮釋來說，應是最佳解答。

Science centers have become more popular since the 20th century. As the National Science and Technology Museum in Taiwan renews its exhibits, a brand new exhibit, ''Open Sesame: Science Exploration Center'' work out its new approach to integrate school curriculum into museum exhibitions. The new 9-year integrated curriculum focuses on life experience and emphasizes interdisciplinary integration. For teachers, it's difficult to find that kind of teaching resources; therefore, it becomes the obstacle of curriculum reform. Will the exhibit addressing new curriculum become a solution for teachers and students? The Science museum, students and school curriculum are the three main factors. This article analyzes the relationship between these three factors and generalizes three principles for this new exhibition. 1.Be curriculum-related and interdisciplinary integration 2.Be attractive and hands-on exhibit units 3.Build an immersive learning environment to bring out the museum educational function Concept design is the most difficult part for building a new exhibition. After lots of discussions and debates, ''Open Sesame: Science Exploration Center'' includes six themes: Doors of Science, Up the Mountain, Medical Treatment, Telecommunication, Trial and Error and Cars on the Road. Each theme has an interactive atmosphere for students to discover and investigate science. Instead of organizing by curriculum subjects, such as electronics, sound and light, we decided to present science and technology using examples from our daily life. We believe this may be a real solution for teachers and students to face the new 9-year integrated curriculum.