博物館家庭觀眾之自我導向學習歷程－以國立自然科學博物館家庭卡觀眾為例

本研究旨在探討家庭卡觀眾長期利用科博館資源進行學習時，所形成之博物館自我導向學習之歷程。其歷程主要含括三個階段，分別為參觀前的準備情形、進入科博館中資源利用與學習情形、以及參觀後的後續工作，從這三階段所構成的一連串過程中，瞭解家庭觀眾自我導向學習的模式，以及在親子共學的關係下家長的角色扮演與發展。本研究以立意取樣的方式選取六組家庭卡觀眾，並以訪談及觀察的方式進行資料的蒐集。綜合文獻探討及本研究的資料分析，本研究之發現如下：一、家庭卡觀眾參觀科博館前的準備階段 1.家庭觀眾參觀的主要動機是家長重視子女的教育；而子女則是促使家長學習的驅力。 2.當家長從資訊收集者轉換為規劃者時，此家庭在進館前屬於有明確學習計劃的家庭；而當家長只扮演資訊收集者的角色時，此家庭在進館前屬於無明確學習計劃的家庭。二、家庭卡觀眾在科博館內的學習情形 1.在時間分配上，無明確學習計劃之家庭到了科博館會再次收集資訊，因此比有明確學習計劃之家庭多了一個「適應期」。 2.無明確學習計劃之家庭，當天的參觀行程主要依從「領航者」的興趣而定，由於家長主要依從小孩的興趣，所以領航者大多由小孩擔任。 3.新的特展、有教育人員講解的教育活動、操作及互動型展示皆為家庭觀眾偏好的學習資源。同時顯示出家庭觀眾長期在科博館學習最需要的是不斷更新的學習資源及教育人員的深入解說。 4.在資源利用的情形方面，可分為二種類型，第一種為「資源回收型」—不斷重複參觀常設展；另一種為「喜新厭舊型」—對常設展已失去新鮮感而將參觀重點轉移至特展。三、家庭卡觀眾參觀科博館後的後續工作 1.離開博物館後，簡單的分享是家庭觀眾最直接、最省時省力的後續工作。 2.對於家庭觀眾而言，學習結果的檢視與評估，相較於館內的學習，屬於較為次要的學習過程。四、家長角色的扮演與未來發展 1.家長在參觀時不完全是出於自我的學習需求，但是過程中，家長必需扮演孩子的協助者與促進者角色，這也顯示出家長在家庭觀眾的自我導向學習歷程中是一個關鍵角色。 2.將來當孩子不再需要家長扮演協助者或促進者的角色時，家長角色將有所轉換，積極者會發展出自我期許，期望可以通過訓練成為科博館的志工，以延續學習的動力，而被動者則可能因此而減少或停止到科博館的學習活動。

關鍵字

自我導向學習歷程；家庭觀眾；博物館

並列摘要

The purpose of this study is to investigate the self-directed learning process of family groups who are the long-term visitors in National Museum of Natural Science. After the literature reviews, the self-directed learning process in this study is divided into three stages: the preparatory stage, the learning stage, and the review stage. Six family groups were selected as research participants by purposive sampling, and interview and observation were conducted for data collecting. According to the discussion of data analysis and literature reviews, the conclusions are generalized as followings: 1. The preparatory stage (1)The primary visiting motivation of family groups is concerned with children’s education, and parents’ learning motives is driven by their children. (2)If the parent transforms an information collector into a learning planner, the family belongs to a family with definite learning plan. On the other hand, the parent plays only an information collector, the family belongs to a family with indefinite learning plan. 2. The learning stage (1)Family with indefinite learning plan will collect information again when they arrive at the museum. Therefore, the family with indefinite learning plan need an “information collecting” period in museum which is not necessary for the family with definite learning plan. (2)The agenda of the family with indefinite learning plan is decided primarily by the navigator which could be acted by either parents or children. Because parents would like to go with children’ interests in museum, most of the time the navigator is acted by children. (3)The learning resources preferred by family groups include temporary exhibitions, educational activity with curators, and operative and interactive exhibition. (4)Family groups who are “resource recycling” type would continuously go back to the permanent exhibitions, while family groups who are “fresh seeking ” type would put the focus on the temporary exhibitions because permanent exhibitions is not fresh to them. 3. The review stage (1)Talking with families for simple sharing is the most direct and easy way for the review. (2)For family groups, the review and evaluation after learning is less important to the learning activity in the museum. 4. The role parents play now and develop in the future (1)During the leaning stage, parents must play the role of a helper and facilitator for children. It also shows that parents play a crucial role in the self-directed learning process of family groups. (2)When children have grown up and parents don’t need to be a helper and facilitator for children, it may have two possible ways for parents to develop: one is that parents hope to become museum’s volunteer, and another is that parents may stop visiting the museum.