「榕小蜂生活史」行動展示盒開發與使用之研究

現今的社會提倡「活到老學到老」，又因日新月異的科技演進以及環境的急遽變遷，培養大眾具備科學素養，為許多國家的教育政策導向。而學校教育僅為人一生中學習的冰山一角，其他學習的發生多屬非正式教育。在這之中，博物館為重要的教育推廣場域，其所發展出的「行動展示盒」，能打破地域限制增加教育推廣的機會。本研究依據行動展示盒的特性，結合多種學習理論，以榕樹與榕小蜂的共生關係作為學習主題，發展「榕小蜂生活史」行動展示盒。在2019年1月29日至2月28日間，於大安森林公園實際展演本行動展示盒，邀請民眾參與體驗學習。在民眾操作本行動展示盒前與後，分別填寫研究者設計之相應前測、後測問卷，本研究便以問卷收集與行動展示盒的使用現場觀察，評估民眾在體驗行動展示盒前後的學習興趣與知識概念變化。本次研究活動共回收170份有效問卷，問卷分析後的結果顯示，「榕小蜂生活史」行動展示盒的使用，對於參與民眾的學習興趣與知識概念皆有顯著提升，且民眾對於「榕小蜂生活史」行動展示盒的體驗也有高度的滿意。於此次展示活動的現場參與觀察中，研究者也得出普遍參與民眾在學習體驗過程中，不論其年齡或個人背景的差異，皆產生良好的探索學習經驗。本研究發現於科學教育與終身學習的運用中，行動展示盒為一種活潑且有成效的學習體驗手法，且為適合一般大眾產生學習行為的管道媒介。另因行動展示盒的內容呈現豐富多元，能因應不同族群的學習者，將此手法結合各種學習主題，能更加助於落實科學教育與終身學習。

關鍵字

科學教育；終身學習；博物館行動展示盒；榕樹；榕小蜂

並列摘要

Today's society advocates " Never too late to learn". Because of the technological evolution improves every day and the rapid changes in the environment, training the public to have scientific literacy has become the educational policy orientation of many countries. School education is only the tip of the iceberg for people to learn in their lifetime. Most of the learning takes place in informal education. Among them, museum is an important continuing education space, and its "loan box" can break the geographical restrictions and increase the opportunities for education promotion. Based on the characteristics of the loan box, this study combines a variety of learning theories, using the mutualism relationship between Figs and the Fig wasp as the learning theme, and developing the loan box of "Life History of Fig Wasps". During the period from January 29th to February 28th, 2019, the loan box was actually displayed in Da-Aan Forest Park to invite people to participate in experiential learning. Before and after the operation of the loan box, the relevant pre-test and post-test questionnaires designed by the researcher were filled out. The study used the questionnaire and the loan box experiential observation to evaluate the people's learning interest and concept knowledge changes before and after experiencing the loan box. A total of 170 valid questionnaires were collected in this research activity. The results of the questionnaire analysis showed that the use of the loan box of the “Life History of Fig Wasps” significantly improved the learning interest and concept knowledge of the participating people, and the people’s experience of the loan box of the “Life History of Fig Wasps” is also highly satisfied. In the loan box experiential observation, the researchers also found that the general participation in the process of learning and experience, regardless of their age or personal background, produced good exploration and learning experience. This study finds that in the application of science education and lifelong learning, the loan box is a lively and effective learning experience, and is a pipeline suitable for the general public to generate learning behavior. In addition, because the content of the loan box is rich and diverse, it can respond to the learners of different groups and combine this technique with various learning themes to help implement science education and lifelong learning.