偏遠地區教師帶領學生參觀博物館之信念：以參與科工館科學趴趴GO的個案教師為例

Teacher's Perceptions of Taking Underprivileged Students on Field Trips to National Science and Technology Museum

本文探討偏遠地區的教師帶領學生參觀博物館時面臨的阻礙與困境，並進一步探析教師克服阻礙的途徑，及教師信念對參訪時的實務作為帶來的影響。研究以Dodd, Coles, and Sandell（1998）及林輝明（2002）提出的博物館參觀阻礙因素為本文的主要理論架構，透過問卷調查、深度訪談等方式，檢視偏遠地區教師帶領學生參觀博物館時面臨的阻礙，及其克服阻礙的途徑。另從研究對象中挑選出最佳個案，探討最佳個案的教育信念及其對實務作為的影響。
研究結果發現，偏遠地區教師帶領學生參觀博物館時面臨的阻礙行政上的繁文縟節、交通問題、學生家庭低社經地位、參觀時間不夠、學生的先備認知不足、學生安全等。克服阻礙的途徑最主要為透過申請補助的行政途徑來減緩交通及經濟的阻礙。而最佳個案中教師的信念來自於教師過去的生活經歷，並影響其帶領學生參觀博物館的動機、實務作為，進而促使教師重視學生參觀後的學習成效。建議未來教師可多注意各項行政資源，適時申請補助。而師資培育機構應納入非制式科學教育的課程，幫助未來教師應用非制式科學教育資源於學校課程中。

This study aimed to address the issue of educational equity in informal education by investigating the barriers teachers from the rural area encounter when taking underprivileged students on field trips, the strategies they used to overcome these barriers, and the case teacher's perceptions underlying her field-trip practices. To study the barrier and the overcoming strategies, we used the theoretical frameworks constructed by Dodd, Coles, & Sandell (1998) and Lin (2002). The research took place in the National Science and Technology Museum, a major museum in the southern Taiwan. The findings showed that the main barriers teachers from the rural area encounter when taking students on field trips to the museum were related to administrative issues, following by transportation and finance, student safety, student's prior knowledge, and time for visit. The main overcoming strategy was to apply for grants. Finally, the teacher's past life experiences in outdoors activities were found to have possible impact on her motivation to take students on field trips and the related practices. Such findings provide implication for increasing the availability of grants for in-service teachers teaching in the rural area, and providing outdoors and informal education experiences for pre-service teachers in teacher education programs.