科學博物館情境學習促進學生能源素養之成效研究

A Study on Effects of Situated Learning on Promoting Student's Energy Literacy in Science Museums

王裕宏 ； 劉佳儒 ； 楊芷翎

《工業科技教育學刊》 14期 (2021/09) Pp. 56-70

https://doi.org/10.6306/JITE.202109_(14).0004

摘要

科學博物館裡常利用高互動的手法如電腦遊戲、互動設施、器材操作等有趣的展示或活動學習情境，讓參觀民眾經由親手操弄來瞭解科學理論的內涵與意義，引發學習動機。也因此，科學博物館成為現代社會大眾公共學習與生活的空間，更是學校教育延伸學習的最佳場域。本研究以2020年在國立臺灣科學教育館辦理的能源議題展示為實例，並以國中及國小學生為研究對象（N=436），透過問卷調查法，探討運用有趣及高互動的展示情境學習，是否能促進能源素養之學習成效。研究結果發現，科學博物館的情境學習，對於能源知識的認知及能源的態度皆有直接且正向的影響；透過有趣及互動的展示方式，確實可以提升能源知識的概念（如理解各種再生能源的發電方式與原理）及對於能源議題的重視程度（如進一步想要去了解如太陽能發電、離岸風電等議題）；但參與本次的學習活動，並不會影響能源的行為意向，經推測由於國小或國中學生尚在就學且年齡層較小，能夠影響或是改變身邊的家中成員能源的行為有其限制。另外根據研究結果，提出幾項建議，可供科學博物館辦理類似活動時參考。

關鍵字

科學博物館 ； 情境學習 ； 能源素養

並列摘要

Highly interactive techniques are often used in science museums, such as computer games, interactive facilities, equipment operations and other interesting presentation or activity learning situations, so that visitors can understand the connotation and meaning of scientific theories through personal operation and stimulate their learning motivations. Hence, science museums have become the spaces for people to study and live in the modern society and the best field for the extension of school education. Taking the energy presentation held at the National Taiwan Science Education Center in 2020 as an example and students of junior middle schools and primary schools as the subjects (N=436), through a questionnaire survey, this study explores whether the learning effect of energy literacy can be promoted by using the interesting and highly interactive situation presentations. According to the results, situated learning in science museums has a direct and positive influence on cognition on energy knowledge and attitudes towards energy. Interesting and interactive presentations really can enhance the concepts in energy knowledge (such as, to understand the electricity generation ways and principles of various types of renewable energy) and the importance of energy issues (such as, to understand solar power generation and offshore wind power). However, participation in this learning activity will not affect the behavioral intention on energy. It can be inferred that, because students of junior middle schools and primary schools are still at school age, the influence on or the ability to change their family members' energy behaviors is limited. In addition, based on the results, some suggestions are made to serve as reference for science museums in carrying out similar activities.

並列關鍵字

science museums ； situated learning ； energy literacy