再現我的遊戲童年：不同世代科學課程性別差異之交織性研究

Re-presenting My Childhood Play: An Intersectionality Study of Gender Differences in Science Curricula Across Different Generations

科學家童年玩什麼遊戲？童年遊戲與後續科學發展的延續性如何？這又與哪些社會身分組合有交織性關聯？本研究以生命史訪談成長於不同世代的科研人才共19位，再現了性別／階級／世代交織下的童年經驗所經歷之科學軌道。研究問題為探究不同世代童年遊戲類型的科學意涵與空間象徵，延續至未來科學發展之性別差異。結論如下：一、自然世代的童年遊戲類型多樣化實體化，大學開始運用科學；媒體世代的童年遊戲單一化虛擬化，中學開始運用科學，隱含階級優勢；二、自然世代女童在實體遊戲中拓展公領域，媒體世代女童在虛擬世界中拓展公領域，但皆側重私領域探索，無階級區別；三、不同世代童年遊戲科學探索交織了中上階級優勢與男性優勢。

What games did scientists play in their childhood? How does childhood play relate to subsequent scientific development? And how is this intertwined with various social identity combinations? This study, through life history interviews with 19 researchers from different generations, seeks to re-present the scientific trajectories experienced under the intersectionality of gender, class, and generation during childhood. The research question aims to explore the scientific implications and spatial symbols of different generations' childhood play types, extending to gender differences in future scientific development. The conclusions are as follows: 1. Childhood play types in the natural generation are diversified and tangible, with the onset of scientific application at the university level; childhood play in the media generation is homogeneous and virtualized, with scientific application beginning in high school, implying class advantages; 2. Girls in the natural generation expand the public domain through physical play, while girls in the media generation expand the public domain in the virtual world, but both focus on exploring the private domain, without class distinctions; 3. Childhood play for scientific exploration in different generations intertwines with upper-middle-class advantages and male dominance.