近年來,為了因應社會快速進步的腳步,教育不斷呈現多元的面貌,除了學校正規教育,亦不可忽視社會教育所扮演非正規教育的角色。對於社會教育的功能,本研究針對與科學教育相關的國立台灣科學教育館,以質性研究方式,就提升全民科學素養所設定的科學研習活動,進行深入的分析及探討。就文獻分析,從柏拉圖等上古對知識的來源,從理性思維到知識是客觀可傳授,因而有結構主義等教育方式,將知識以整理現貨的方式來教授學生,之後維高斯基學派等後現代主義的介入,知識其實是和社會環境脫離不開的,學生對知識的建構是和教師、學習環境相互牽連的。本研究對結果分析發現:一、教師認為知識是循序漸進的,但不一定要知道某種程度後才有能力進入下一階段;二、講述概念時,科學語言不是常識,須加以引導;三、教師本身對教育的價值觀不同,課程設計的廣度及教學活動的表現就非常多樣性。研究建議:一、研習活動的場地,除了館方可做開放式的設計,也可加強與學校間的合作,使教育資源做最有效的利用;二、隨著館方社會教育功能的擴充,宜多儲備研習指導人員,並加強志工制度的推廣,讓活動更完備。
In the recent years, not only school teaching but also social education changes in many different ways. Moreover, meta-analysis of related researches revel that the acquirement of knowledge is greatly influenced by learning environment. This study therefore examined the practices of the scientific studying activities designed to promote nation-wide scientific education, exemplified by the current work of the scientific teachers at the National Taiwan Science Education Centre. Major findings of this study are as follows: 1. Teachers thought that the acquirement of knowledge was progressive, but students didn’t have to accomplished the task step by step. 2. Scientific terms must be introduced and explained before hands. 3. Teaching program and activities varied according to teachers’ values.