探討偏遠地區科學實驗站學生解說員之科學態度

A Study on Students' Scientific Attitudes as Interpreters of Remote Area Science Exploration Stations

輔助偏遠地區學童科學教育有諸多方式，而經由不同的途徑及刺激，學童的學習成效也有不同，本研究以行政院國家科學委員會補助之「科普活動：輔助偏遠地區科學實驗站教具研發與推廣計畫」在屏東縣及嘉義縣所設置的行動科學實驗站為研究場域，計畫團隊研究發展互動式展示教具，於南部地區偏遠學校設備科學實驗站，並訓練學生為解說員。研究者以擔任解說員的國中、國小共26位學生為研究對象，透過半結構式訪談，探討參與解說活動學生的科學態度。研究者以九年一貫課程之自然與生活科技之能力指標為基準，從訪談內容探究學生參與解說服務後科學態度的表現。研究發現學生擔任解說員期間，其科學態度在「喜歡探索」、「發現樂趣」、「細心切實」及「求真求實」四個向度上確實能符合能力指標，且科學態度有所提升。其中包含：一、能從動手實際操作、觀察的過程中發現問題，因好奇心的驅使而產生科學探索的興趣。二、從探索的過程中，藉由動態、活潑的學習方式吸收相關的科學原理，繼而發現學習的樂趣。三、能細心觀察觀眾的態度及反應，經過切實的探討、自我判斷後，依據實際需要隨機應變做出最佳的選擇，採用不同的方式進行解說，以符合觀眾的需求。四、透過引導觀眾學習的過程中，能細心切實的面對問題，表現出耐心、信心，也能虛心學習。

There were various ways to facilitate science education in remote areas and different methods and motivations lead to different consequences. This research was based on a project of popular science activities sponsored by National Science Council, “Science Exploration Stations at remote schools,” that developed interactive demonstration and teaching aids for students, established scientific experiment stations at remote schools in southern Taiwan, and trained students to be interpreters. The researcher conducted a semi-structured interview with 26 junior high school and elementary school students participating as interpreters in order to realize their scientific attitudes. Based on the competence indicators of Science and Technology in Grade 1-9 Curriculum, the research aimed to explore students' scientific attitude after being interpreters. These students were found that while being interpreters, their scientific attitude reached the four competence indicators, “enjoying exploration,” “discovering pleasure,” “being careful and practical,” and “seeking for truthfulness” with improvement of attitude. The findings were as follows: 1. being able to find out the problem through operation and observation and being interested in science due to curiosity; 2. acquiring scientific knowledge through dynamic and lively ways of learning and further discovering the fun in learning; 3. observing the audiences carefully and delivering information differently to meet audiences' needs after effective discussion and self-judgment; 4. being capable to deal with problems practically and thoughtfully by leading audiences to learn, showing patience, confidence and humbleness.