擔任奈米特展的學生解說員們──概念理解、科學態度與個人成長之探討

Student Narrators at the Nano Exhibition—An Analysis of Concept Understanding, Scientific Attitude, and Personal Growth

奈米科學是21世紀的熱門議題，國立科學工藝博物館「看不見的尺度-奈米特展」運用互動展示手法轉化奈米核心概念，以多元的展示手法頗受好評，近年更秉於教育資源共享的理念，將展示送入嘉義某國小校園展出，並培訓該校六年級12名學生擔任學生解說員，為校內的所有學生進行解說服務。有別於常見以一般觀眾為對象的學習成效調查，本文係以該12名學生解說員為對象進行解說培訓前後對奈米概念理解的差異、科學態度與個人成長的表現與改變。
研究結果發現，學生接受奈米展的解說培訓後，對於奈米相關概念認知層面的廣度與深度均有顯著增加；在科學態度的科學探究興趣、應用科學思考與認識科學本質等學習向度上有良好表現，且燃起學生對自然科學的學習興趣；在個人成長的自覺上，不僅激起學生們願意挑戰導覽全部展場的勇氣，亦可見到各項能力的增長。

Nanoscience is an extremely popular topic in the 21st century. The ''Invisible Scale - Nano Exhibition'' organized by the National Science and Technology Museum uses interactive methods to transform the core concepts of nanometers. Through the ideal of sharing educational resources, the Exhibition was carried out at an elementary school in Chiayi, and 12 sixth-grade students from the school were trained to serve as student narrators and serve their fellow students. This exhibition differs from common learning effect surveys that target general audiences, this article uses the 12 student narrators as targets to explain the differences in understanding of nano concepts before and after training, changes in scientific attitudes and demonstrations of personal growth.
The results of the study found that after receiving narration training for the Nano Exhibition, the students’breadth and depth of cognition of nano-related concepts increased significantly as they were observed to have performed well and aroused their fellow peers’interest in learning natural sciences. In terms of self-consciousness of personal growth, aroused students’demonstrated both courage to challenge the interpretation of whole exhibits and visibly developed various abilities.