The purpose of this research is to study the interaction of elementary school teachers with museum instructional resources. Taipei Astronomical Museum is taken as an example. Sample of this study is homeroom teachers and science teachers of grade 5 and 6 classes in the elementary schools in Shilin area. 313 copies of questionnaire are sent out and 257 returned. Then, SPSS is used for data analysis of the final 255 valid samples. The methods adopted include the calculation of the percentage, frequency, Kai-square testing, and etc. The results of the study are concluded as follows: 1. Comprehension and application of museum instructional resources among teachers: (1)Participation in museum activities by teachers reaches 93 % of the total number, indicating a high involvement. (2)More Teachers visit the museum with students around as teaching activities rather than visiting by themselves. (3)Information about the museum is acquired mainly through messages in school notices or other official papers. (4)Activities encouraged by teachers for students to visit are mainly concerning star observing activities and recreational family activities. (5)Students are taken to the museum mainly under the arrangements based on official documents issued by the Bureau of Education. (6)Teachers discuss with each other, make advance arrangement and work sheet, and ask students to collect information concerning the upcoming visit before carrying on the visit. (7) When going as a personal activity, teachers arrange it mainly as a holiday recreation. 2. The Satisfaction of teachers’ application of museum instructional resources: (1)The most satisfied are borrowing resources from the museum and taking part in the promotional education activities. (2)The least satisfied are the way students participate in the learning and browsing the museum on the internet web site. (3)The most frequently participated activities are the visits explained by guides of the museum and film watching in the IMAX Theater. (4)The least frequently participated activity is borrowing videos, slides, tapes, CDs and the small demonstrative items from the museum. (5)Teachers’ satisfaction with the museum activities reaches as high as over 4 points averagely, but there is a quite low satisfaction level with students’ learning method and attitude. (6)The most satisfied activities in respect to teachers personal experience is borrowing the inflatable astrolabe (but the borrowing rate of the astrolabe is very low accounting only 3.2% of total number.) (7)Activities which do not reach 4 points of the satisfaction rating include self learning with accompanying activity sheet at 3.69, free visit in groups at 3.35, visits with the instruction of the leading teachers at 3.61 and the lowest one- free visits by individual students without any aid. 3. Interaction and planning cooperation between teachers and the museum (1)Most teachers find few problems drawing up plans for museum instructional activities. 67.8% of visits by grade 5 classes are based on official arrangement. One third of the teachers feel incompetent about controlling the class order, while 31% of the teachers feel troubled about it due to the wide and open space in the museum. (2)Most of the teachers don’t borrow any instructional resources from the museum. Yet, they expect the museum to provide schools with access to an interactive on-line instructional resource databank on astronomy. (3)When planning with the museum, most teachers arrange the instructional activity as one in area of science education, and they hope the museum offers instructional service, such as activity plans and guides. (4)Teachers expect to have more interaction with the museum and apply the instructional resources offered by the museum to teaching activities. Results of the study indicates insufficient interaction between elementary school teachers and the museum staff that leads to the failure to proceed instructional programming with each other, that is the major problem existing between elementary schools and museums. The followings are some suggestions brought about as results of the study: 1.Suggestions to museums (1)Effectively promote educational activities by making the museum as the center of lifelong learning, building up partnership strategic alliance with nearby schools and providing services as instructional resource interaction and guidance. (2)Strengthen the digital information service and make the museum as the theme learning center by effectively improving the navigating system and display facilities, setting up a digital information network, enriching the instructional resource bank and providing guidance for the public. 2.Suggestions for curriculum design in schools (1)Effectively draw up the school curriculum plan and arrange visits to the museum. (2)Apply the promotional activities of the museum to school development. 3.Suggestions to teachers in schools (1)Uplift students’ learning effectiveness by making good use of the promotional activities offered by the museum. (2)Get to know the instruction resources in the museum and make good use of it as a lifelong learning center. 4.Suggestions for future research (1)Deepen and broaden scope of the study. (2)Proceed with case study that is able to deepen into the subject, and with in-depth interviews that can further explore the subject.
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