概念圖評量在科學博物館教育活動之運用

Using Concept Maps as an Assessment Tool in Science Museums

科學博物館於寒、暑假期間為中小學生辦理各類冬、夏令營，以注重動手操作的特性吸引學生報名參加。但這類活動因在無課業壓力下的非制式教育機構中學習實施，實際上對於參與學生的學習成效如何？是值得探討的問題。本研究以參加國立科學工藝博物館「2012國中化學實驗課程」的國中學生為研究對象，探究其學習成效及化學概念的增長。研究者運用概念圖為學習評量工具，並比較學員參與活動前後化學概念的改變情形，另針對學員進行訪談，輔以瞭解在施測過程遇到的困境。對於概念圖研究結果主要有以下三點發現：一、透過概念圖的評量驗證，學生在參與活動後，化學概念確實有極佳的成長，並出現與既有知識的新連結，顯示活動具有良好的學習成效。二、在繪圖的歷程與訪談資料中發現，活動前的知識概念大多連結於生活常識及學校所學，而活動後則與課程教授的內容相關，惟大部份學生無法舉出和概念相關的例子及建構概念間有效的交叉連結。三、經由質與量化方法分析後，在學習成效及概念增長皆為顯著，也顯示概念圖可運用於非制式教育體制中作為活動成效之評量。

Science museums conduct various kinds of winter and summer camps for elementary and high school students. These camps feature large part of hands-on contents to attract students and this kind of informal education can help students obtain knowledge without academic pressure. Targeting on forty-five junior high school students participated in “2012 Junior High School Chemical Experiment Camp” sponsored by the National Science and Technology Museum, the study aimed to investigate students' learning effectiveness and their improvement of chemistry concepts. Adopting “concept map” as the learning assessment tool, researcher compared the differences of participants' chemistry concepts before and after participation of the activity. This study also applied qualitative approach by interviews to explore students' learning problems. The result of this study showed three major findings： 1.According to the verification of concept map, after participation in project learning, students had great improvements of chemistry concepts. In addition, evidence showed students can make linkage with their existed knowledge. 2.The process of concept-mapping and interviews revealed that before they participated in the activities, most students connected their chemical knowledge with daily life experiences and school knowledge. But after the participation, contents within the activities were linked by the students, yet, most students can't give examples related to the new concepts, neither can't they build effective connections among concepts. 3.Though analyzing qualitative and quantitative methods, students appeared remarkable improvements on their learning and concepts. It also indicated that concept-map can be applied to informal education system.