科學博物館增進觀眾科學素養之分析──以「莫拉克風災重建展示館」導覽解說為例

A Preliminary Study on the Scientific Literacy Effectiveness of Visitors Learning in the Science Museum: A Case Study of the Docent's Explanation to the Exhibition Hall - Recovery and Reconstruction after Morakot

科學博物館是非制式教育的一環，也是屬於社會教育的學習環境，從科學博物館學習模式及觀眾參觀經驗來說，導覽解說是傳遞展示訊息的重要工具之一，既能將專業複雜的科學概念，轉換成口語化及淺顯易懂的文辭，又可從旁引導觀眾求知興趣，增進科學素養。本研究在105年至108年間進行，以國立科學工藝博物館（以下簡稱科工館）「莫拉克風災重建展示館」導覽為場域，依據環保署核定環境教育認證之課程「莫拉克風災展廳探索」為內涵，透過導覽解說的學習模式，設計認知與態度及滿意度問卷進行後測，了解不同觀眾族群在科學博物館類型的非制式教育場域之觀眾科學素養。針對研究結果歸納結論與建議：一、在課程設計面向，博物館的導覽解說人員不是老師，不負責專業知識授予，而是在導覽解說教育活動及科學博物館展示單元物件互動體驗過程，擔任輔助者的角色，引發觀眾學習動機，使觀眾產生好奇心進而學習，形成短期記憶，並藉由好奇心與注意力維持探索行為，持續科學學習刺激進而使訊息轉變成長期記憶。二、在科學態度面向，研究發現成人觀眾的認同感高於學生觀眾，期盼長期的培養可達到如日本面對自然災害，需要主動式的避難一樣的成果。並將之應用在人與人之間的相處上，以扭轉「人定勝天」的信念，而轉向「人與天和」的基本科學態度。三、在科學知識面向，高中職以上之學生、成人團體學習動機明確。顯見科工館擴大提供全民參與環境教育，設計提供4小時環境教育相關課程，確實有提升民眾、企業及各社群自主進行環境教育學習的成效。四、在科學能力面向：博物館的導覽課程設計，應增加操作機會，並透過影片及操作等過程讓觀眾獲得知識|而在問題設計上，則修正內容及問卷題目，以更生活化之應用取代專有名詞及技術的記憶，減少需理解轉換的題型，增加學生科學興趣及學習成效，並作為日後可修正課程內容及問卷題目依據。

Although the Science Museum is a part of non-formal education, it is a learning environment for social education. From the learning mode of science museums and the experience of visitors to the museum, guided tours are one of the important tools for delivering information, not only the professional and complex science. The concept, which is translated into colloquialism and easy-to-understand words, can guide the visitors to seek interest and enhance scientific literacy. The study is the docent's explanation of the exhibition hall“Recovery and Reconstruction after Morakot”at the National Science and Technology Museum (NSTM) between 2016 and 2019. According to the Environmental Protection Administration's approved environmental education certification course, exploration of this exhibition hall understands the visitor of enhanced scientific literacy at different visitor groups in the non-formal education field of the science museum type. For the learning mode of the docent's explanation, the survey of recognition, attitude and satisfaction is post-tested. Conclusions and recommendations for the research results: First, in the curriculum design, the docent is not a teacher, not responsible for the grant of professional knowledge, but in the docent's explanation of educational activities and science museum interactive exhibits experience, as a subsidiary role. The docent trigger visitor learning motivation, making the visitor's curiosity, forming short-term memory, and maintaining exploration behavior through curiosity and attention, continuing scientific learning stimulation and turning information into long-term memory. Second, in scientific attitudes, the study found that the recognition of students' visitors is higher than that of adult visitors. It is hoped that long-term training can achieve the same results as Japan's natural disasters and the need for active refuge. And apply it to the relationship between people to reverse the belief that“people will win the day”and turn to the basic scientific attitude of“heaven and man should be in harmony.”Third, in scientific knowledge, adult groups of students with high school and above should have a clear learning motivation. It is obvious that NSTM will expand the provision of universal participation in environmental education and provide four-hours environmental education courses. It does have the effect of encouraging the education of all people, enterprises and communities to conduct environmental education. Four, in scientific ability, the design course of the docent's explanation should increase the operation opportunities, and let the visitiors gain knowledge through the process of watching films and operating exhibits. In the designed topic type of the survey, the course content and question type of the survey are reduced understanding conversion of the visitors. They increase the students' scientific interests and learning effectiveness as amended in accordance with the course content and topic type of the survey in the future.