在參與公民科學中學習：探討臺灣動物路死觀察網參與者之參與動機、學習歷程與學習產出

公民科學在近20年來成為科學研究的重要方法之一，透過大眾的力量蒐集大數據，以達到生物監測或是保育等目的。參與公民科學亦是實踐自由選擇學習的方式，透過參與者自發性的學習，在參與過程中獲得改變。臺灣自2000年後公民科學計畫蓬勃發展，但鮮少研究是以學習的角度來探討公民科學參與者的改變。本研究以臺灣參與人數最多的公民科學計畫－臺灣動物路死觀察網（路殺社）的參與者為研究對象。參與者以簡單的拍照上傳蒐集數據，記錄數據定位，同時也在參與的過程中獲得與夥伴分享學習的機會。本研究發現，持續參與者最重要的初始動機是學習動機與自我成就動機，持續動機亦為學習動機與自我成就動機，可見得初始動機並未受到滿足，而願意持續參與在社群中，得到自我成就之持續滿足感；中斷參與者之中斷動機為不夠休閒，也就是因為其他規劃而沒有多餘的時間參與。不論持續或中斷參與者，最重要的學習產出為態度的轉變，歸因於路殺社是以調查動物道路致死率之路殺計畫，對參與者的內心衝擊較大。本研究亦發展出了新的理論模型－動機產出模型，發現持續參與者之學習產出與持續動機有關；中斷參與者之學習產出則與初始動機有關。路殺社參與者之學習歷程多以自我學習為主，透過自我摸索學習上傳資料的方式；因為路殺社的調查方式較單純且上傳資料的技術發展得宜，參與者得以藉由自我學習的方式進行學習。路殺社社群為一個虛擬實踐社群，但與其它研究不同的是，因為參與者數量龐大，因此以核心成員作為整體社群的決策者；而核心社群目前較難以學習的方式打入，但研究顯示核心成員希望擴大核心社群，以容納更多成員進行核心工作。本研究之結果希望為路殺社帶來實質的幫助，在未來的經營管理方面能有所助益。除此之外，也能為公民科學計畫的評估，以及參與者藉由參與公民科學計畫之學習，帶來不同的研究之案例分享。

關鍵字

公民科學；自由選擇學習；參與動機；學習產出；動機驅動產出模型；學習歷程；實踐社群

並列摘要

Citizen science is one of the important ways to conduct science research. By collecting data through crowdsourcing, participants can conduct creature monitoring and conservation. Participating in citizen science can also be seen a way of practicing free-choice learning. This self-determined learning by participants leads to learning outcomes. Taiwan’s citizen science project has flourished since 2000; however, few studies have explored the changes in citizen science participants from the perspective of learning. This research recruited participants and community members from Taiwan’s largest citizen science project, the Taiwan Roadkill Observation Network (TaiRON), as the research object. Participants were asked to collect data with simple photos, record data positioning, and utilize this opportunity to learn during the participation process. This study found that the most pressing initial motivations of continuous participants were learning motivation and self-achievement motivation. Continuous motivation is also learning motivation and self-achievement motivation. It was found that although the initial motivation was not satisfied, participants were still willing to continue their participation in the community. The motivation for discontinuous participants was insufficient leisure time, that is, they had no extra time to participate due to other plans. Regardless of whether the participants continued or discontinued their participation, the most important learning outcome was the change in attitude, which was attributed to the investigation of the roadkill of animals, as it had a greater impact on the participants’ mentality. This research also developed a motivation-driven learning outcome model and found that continuous participants’ learning outcome is related to continuous motivation, and that discontinuous participants’ learning outcome is related to initial motivation. The participants’ learning process was mostly based on self-learning and self-exploration, involving learning on how to upload data. Because the survey method of TaiRON was relatively simple and the technology for uploading data was well developed, participants could conduct self-learning. The TaiRON is a virtual community of practice. Because of the large number of participants, the core members are the decision-makers of the entire community. Joining the core community by becoming a core member through learning is currently more difficult; however, research shows that core members hope to expand the core community to accommodate more members for core work. Through the study results, we hope to provide substantial help to the TaiRON, especially their future management. In addition, this study can promote the sharing of different research cases for the evaluation of citizen science projects and to facilitate the learning of participants in the study of citizen science projects.

並列關鍵字

Citizen Science ； Free-Choice Learning ； Motivation ； Learning Outcome ； Motivation-driven Learning Outcomes Model ； Learning Process ； Community of Practice