運用CiteSpace繪製與探索台灣期刊資料庫之能源教育與素養知識圖譜

Mapping and Exploring Knowledge Domain of Energy Education and Literacy in Taiwan Periodical Literature Database by CiteSpace

蔡欣倫(Hsin-Luen Tsai)

《科學與人文研究》 7卷2期 (2020/02) Pp. 268-281

https://doi.org/10.6535/JSH.202002_7(2).0002

摘要

環境保護意識抬頭，為了能達到社會共識，唯有透過教育提高國民素質，增進對於社會與政府政策的參與和了解，方能順利推展能源政策。同時，為獲得社會大眾認同能源政策，學者（Diasa et al., 2004）認為能源教育是長期推動能源政策最有效的方案，因為人民對能源政策的態度是其個人價值觀的體現，而教育系統是一種可以改變態度的方式。因此，本文將以國家圖書館「臺灣期刊論文索引系統」進行檢索，探討了解台灣在能源教育等方面的過去發展，關鍵詞包含：科學教育、科學素養、能源教育、能源素養，以CiteSpace進行台灣能源教育之知識圖譜探索。由關鍵詞共現網路之研究結果顯示能源教育與素養的研究前沿分為三類：理論研究、理念推廣和實踐應用。研究熱點變遷中歷時最久的有能源教育，其次是科學素養，第三是科學教育，科學教育中介中心性（betweenness centrality）最高，表示其有著橋樑連接其他兩個關鍵詞的作用。能源教育與素養的突現詞及被引用強度高者為科學素養，而能源教育的研究最早，未成為研究熱點，更無法成為研究前沿，在科學教育研究於2003年成熱點時，有帶動能源教育研究的作用，很快地在2007年時，能源教育就成了熱點。科學教育對於能源教育和科學素養具有承先啟後的作用，把長久以來關注的能源教育議題彰顯成為研究熱點，再延伸到科學素養的研究。由作者共著網路分析發現整體網路聚類平均輪廓值（Mean Silhouette）～0.3，表示網路結構非常分散，聚合不佳，表示這些學者之間的整體合作關係不密切，可見這領域的研究不是沒人做，而是各人做各人的，沒有合作團隊一起做研究。能源教育的研究是跨領域研究，必須由一組學者專家合作完成。因此，未來的研究應朝向不同領域專家的整合，才能讓研究的範圍擴大，結果更多元。過去，九年國民教育目標重在培養學生的基本能力，然而，十二年國民教育的目標重視的是素養，可見本研究的文獻計量發展趨勢，前沿和熱點的分析結果，科學教育、能源教育和科學素養為三個主要研究的典範轉移。素養的界定既已確認，必須真正落實在教育上，因此，未來的研究應聚焦在如何培養科學素養及能源素養的課程設計、教材、教法和評量方式。

關鍵字

科學教育 ； 科學素養 ； 能源教育 ； 能源素養 ； 關鍵詞共現 ； 作者共著 ； CiteSpace

並列摘要

The awareness of environmental protection has risen. In order to achieve social consensus, only through education to improve the quality of the people, and to increase participation and understanding of social and government policies, can energy policies be promoted smoothly. At the same time, in order to gain public acceptance of energy policy, scholars (Diasa et al., 2004) believe that energy education is the most effective way to promote energy policy in the long run, because people's attitude to energy policy is a reflection of their personal values, and the education system is A way to change your attitude. Therefore, this article will use the National Library ＂Taiwan Journal Article Indexing System＂ to search and understand the past development of energy education in Taiwan. Keywords include: science education, science literacy, energy education, energy literacy, and Taiwan with CiteSpace Knowledge map exploration of energy education. Results by the keywords co-occurrence network show that the research fronts of energy education and literacy are divided into three categories: theoretical research, idea promotion and practical application. The longest-running research hotspot is energy education, followed by science literacy, and then science education. Science education has the highest centrality (betweenness centrality), indicating that it has the role of a bridge to connect the other two keywords. The emergence words of energy education and literacy and those with high citations are scientific literacy. The earliest research on energy education has not become a research hotspot, nor can it become the frontier of research. When science education research became a hot topic in 2003, it promoted energy education. The role of research quickly became a hot topic in 2007. Science education plays a role in the development of energy education and scientific literacy. It has highlighted the issue of energy education that has long been the focus of research, and then extended it to the study of scientific literacy. The author's co-author network analysis found that the overall network cluster average silhouette value (Mean Silhouette) ~ 0.3, indicating that the network structure is very scattered and poorly aggregated, indicating that the overall cooperation between these scholars is not close. It's not that no one does it, but everyone does it, and there is no cooperative team to do research together. The research on energy education is a cross-domain research and must be completed by a group of scholars and experts. The future research should be oriented towards the integration of experts in different fields, so that the scope of research can be expanded and the results more diversified. In the past, the nine-year national education goal focused on cultivating students' basic abilities. However, the twelve-year national education goal focused on literacy, which can be seen in the bibliometric development trend of this research, the results of cutting-edge and hot analysis, science education, and energy education. And scientific literacy is a paradigm shift for the three main studies. The definition of literacy has been confirmed and must be truly implemented in education. Therefore, future research should focus on how to cultivate scientific literacy and energy literacy in curriculum design, teaching materials, teaching methods and assessment methods.

並列關鍵字

Science Education ； Science Literacy ； Energy Education ； Energy Literacy ； Keyword Co-Occurrence ； Co-Authorship ； CiteSpace

參考文獻

蔡欣倫 (2017)。引文編年可視化軟體HistCite 的功能、優缺點與改進之道,科學與人文研究，4(3): 57-76。

蔡欣倫 (2018) 。文獻計量法可視化分析：以金屬增材製造(3D 打印)技術發展為例，5(3): 97-121。

蔡欣倫 (2018) 。文獻計量法可視化分析：探索博物館教育之發展現況, 5(4): 188-206。

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Diasa, R. A., Mattosb, C. R., & Balestieria , J. A. P. (2004) Energy education: breaking up the rational energy use barriers. Energy Policy, 32, 1339–1347.