戲劇與科學—博物館劇場在科學教育推廣活動之實踐與學習成效

隨著博物館劇場漸受到博物館界的重視，國內歷史類與藝術類博物館運用戲劇手法作為與觀眾溝通與詮釋之媒介，已然蓬勃發展且有相關的研究與討論，然而，針對科學類博物館運用博物館劇場進行教育活動規劃之研究與討論仍為少見。因此，本研究以科學類博物館為例，旨在探究科學類博物館藉由博物館劇場進行科普教育之推廣之形式，以及其對觀眾之學習成效。本研究以國立臺灣科學教育館科學劇場《羅斯找管家》為研究個案，藉由訪談教育活動策劃人、編劇與演員以了解科學劇場的策劃、展演和互動方式之規劃與實踐，並輔以觀察與透過通用學習成效模式（GLOs）進行問卷評量設計，探討分析兒童觀眾在科學劇場中的科普知識學習經驗。研究發現科學劇場以科學演示作為戲劇架構基礎，不僅保有科學演示作為科普知識傳播的核心理念，亦透過演員配合戲劇進行的說明方式和互動策略下，所建立較為活潑與樂趣的學習情境，促進兒童對基礎的科學知識吸收與學習；再者，檢視兒童在科學劇場之參與經驗，亦可發現兒童在科學知識的學習與參與過程引發之樂趣的體驗上較為認同，而對於活動中科學相關之態度則較難立即建立。最後，研究從兒童觀眾在科學劇場中的參與學習情形，本研究建議館方未來在科學劇場的活動規劃上：（一）評估科學演示在戲劇中呈現形式對於兒童觀眾感官體驗與學習理解之影響；（二）重視戲劇情節對兒童在科學劇場中的經驗，緊扣科普教育推廣之目的；（三）透過增加兒童互動與交流的形式，賦予兒童在過程中有更多思辨與實作的空間，強化對科學知識的理解和延伸學習。

關鍵字

博物館劇場；科學劇場；兒童觀眾研究；科普教育

並列摘要

As museum theatre is receiving increasing attention from the museum community, the trend of using theatre as a vehicle of communication and interpretation by historical and art museums in Taiwan has been booming, and there have been studies and discussions related to this subject. However, limited domestic research and discussion has been conducted on the use of museum theatre for the planning of educational activities in science museums. This study aims to take science museums as an example to explore the form of promoting popular science education through museum theatre by such museums, and its impact on the learning effectiveness of the audience. In this study, “the Ross Looking for a Butler” a science theatre at the National Taiwan Science Education Center, is chosen as a case study. Educational activity planner, screenwriters and actors were interviewed to understand the planning and practice of science theatre's planning, performance, and interaction methods. The participant observations and Using the Generic Learning Outcomes Models (GLOs) for questionnaires to explore the learning experiences of popular science knowledge of the young in the science theatre. The research results found that the science theatre uses science demonstrations as the basis of the theatrical structure, not only maintains the core concept of scientific demonstration as the dissemination of popular science knowledge, but also establishes a more lively and interesting learning situation through the way actors cooperate with the drama to explain and interact with each other and promotes children's absorption and learning of basic scientific knowledge. The participation experience of children in the science theatre also find that children are more identified with the fun experience caused by the learning and participation of scientific knowledge, and less agree with the ability to immediately establish a science-related attitude during the activity. Finally, according to these results from the response of the children during their participation in science theatre, this study suggests several recommendations for the museum planning science theatre. 1. To assess how the forms in which science demonstrations are presented in the theatre influences the children’s sensory experience and comprehension in learning. 2. Attention should be paid to how the plot of the theatre can effectively stimulate the child audience’s participation in science theatre, closely to the purpose of science education promotion 3. Increase the forms of children's interaction and communication, provide more opportunities for children to think and practice in the process, and strengthen the understanding and extended learning of scientific knowledge. scientific knowledge.