教師利用科學博物館之轉化學習歷程─國立自然科學博物館三位榮譽教師比較研究

Teacher Transformative Learning of Utilizing Science Museums: Studies on Three "Honor Teacher" Awarded by National Museum of Natural Science

蔡怡君(Yi-Chun Tsai)

《科學教育學刊》 20卷1期 (2012/02) Pp. 1-22

https://doi.org/10.6173/CJSE.2012.2001.01

摘要

教師利用科學博物館資源輔助學校教學已蔚為風氣，成功之道在於教師能否改變學校制式的教學信念以因應博物館非制式的學習情境。本文旨在瞭解教師運用博物館的能力養成過程中，其慣性觀點轉化歷程與其影響因素。本文以成人轉化學習為理論觀點，深度訪談三位曾獲自然科學博物館「榮譽教師」之中、小學教師，探討個人學會利用博物館之成功經驗與觀點突破轉化之歷程。研究結果顯示，三位教師轉化歷程雖不盡相同，皆經歷醞釀觸發、反思探索及統整實踐三個關鍵階段，其轉化歷程也深受個人、博物館與學校三大情境脈絡所影響。本文最後根據上述結果提出綜合討論與建議，以助教師有效轉化觀點以利用博物館資源與提升科學教學專業。

關鍵字

非制式教育 ； 教師利用科學博物館 ； 教師轉化學習 ； 博物館教育 ； 轉化學習

並列摘要

It becomes popular that teachers use museum resource to assist teaching, however, the key of success relies on whether teachers would change their habitual teaching perspectives in order to adjust non-formal educational environments of museums. Therefore, this study explores teachers' learning experience of utilizing science museums, focusing on how teachers change their customary assumptions into more inclusive, discriminating and integrative perspectives on the use of museum resources. The study adopted Mezirow's transformative learning theory as the theoretical framework, and used qualitative, in-depth interviews with three ”Honor Teacher” awarded by National Museum of Natural Science. The findings showed that the natures of teachers' transformative learning experience are varied, however, they all include three key elements, such as gestation and catalysis, reflection and exploration, integration and action. This study also found that teachers' transformative learning experiences are influenced by contextual factors, namely teacher personal, museums and schools. Finally, suggestions were made regarding how to help teachers to transform their teaching beliefs in order to use museum resources more successfully and effectively.

並列關鍵字

Non-formal Education ； Teacher Utilize Science Museum ； Teacher Transformative Learning ； Museum Education ； Transformative Learning

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