教育政策與實踐視野下的太空科學素養形塑：臺灣與國際經驗之比較研究

Developing Space Science Literacy through Educational Policies and Practices: Insights from Taiwan and International Contexts

本研究探討臺灣太空科學素養的形塑歷程，並比較美國、歐洲與日本等國之太空教育政策與實踐經驗，旨在建構兼具國際視野與本土回應的教育推動模式。隨著全球「新太空（New Space）產業興起，太空教育已成為公民核心素養之一。惟相較於各國太空機構將教育納入國家戰略，臺灣於國小至高中教育階段仍缺乏制度化課程與師資支持機制。本研究採用文件分析、專家座談與三回合德懷術（Cronbach’sα= .893），整合國際政策與我國108課綱核心素養架構，歸納太空科學素養之內涵，並建構其與「三面九項」核心素養間之對應關係。研究結果指出，太空科學素養可視為以108課綱為基礎的延伸，涵蓋「知識、方法、態度與應用」四向度，並與「自主行動、溝通互動、社會參與」三面高度契合，核心內涵包括系統思考、跨域整合、倫理實踐與全球公民責任。研究建議教育部與國家太空中心(TASA)應建立跨部會合作與師資支持體系，發展本土化教材與遠距資源，並以議題融入方式推動太空教育常態化，以深化並永續發展臺灣太空科學素養。

This study examines the development of space science literacy in Taiwan and compares educational policies and practices from the United States, Europe, and Japan to propose a model that integrates global perspectives with local relevance. As the global ''New Space'' industry expands, space education has become a key component of civic literacy. While major space agencies such as NASA, ESA, and JAXA have embedded education into national strategies, Taiwan’s K–12 system still lacks institutionalized curricula and teacher support. Using document analysis, expert panels, and a three-round Delphi method (Cronbach’sα= .893), this study integrates international policies with Taiwan’s 12-Year Basic Education Curriculum Guidelines. Findings indicate that space science literacy extends the curriculum’s core competencies, encompassing four dimensions—knowledge, methodology, attitude, and application—and aligning closely with autonomous action, communication, and social participation. Key themes include systems thinking, interdisciplinary integration, and global citizenship. The study recommends that the Ministry of Education and the Taiwan Space Agency (TASA) establish inter-agency collaboration and teacher support systems, develop localized teaching materials and resources, and promote space education through issue-based integration to foster sustainable development of space science literacy in Taiwan.