臺灣公民參與科技議題活動與參訪科學工藝類博物館的關係及變化

The Relationship and Variation between Taiwanese Citizens' Public Engagement with Activities of Scientific Issues and Visiting Science and Technology Museums

鄭瑞洲(Jui-Chou Cheng)；李育諭(Yuh-Yuh Li)；林煥祥(Huann-Shyang Lin)

臺灣公民科技素養調查 ； 公民參與科技議題 ； 參訪科學工藝類博物館 ； Taiwan citizens' scientific literacy survey ； public engagement with activities of scientific issues ； visiting science and technology museums

科技博物

23卷2期（2019 / 06 / 01）

71 - 95

繁體中文

面對不斷創新的科技時代，提升全民科學素養以面對科技帶來的衝擊，刻不容緩，公民參與科學是科學素養中重要的一環，參訪非制式科學與科技類博物館於促進及支持公民參與科技活動扮演重要的角色，但確切成效的證據難以收集。本研究旨在透過2015及2018年臺灣公民科技素養調查計畫研究數據量化統計分析，探討2015及2018年臺灣公民參與科技議題活動及參訪科學工藝類博物館的關係及其變化，以間接瞭解公民參訪科學工藝類博物館對其參與科技議題活動的可能影響。本研究以2015及2018年臺灣地區年滿18歲以上之公民為研究對象，以機率比例抽樣法抽取研究樣本1,831人及1,657人，透過專人面訪蒐集資料，並透過獨立樣本t檢定、單因子變異數及相關性分析數據。研究結果發現：一、2015及2018年臺灣公民以「透過網路反應意見」、「加入志工」及「參加民間團體活動」等為主要參與科技議題的活動，2018年臺灣公民參與科技議題活動的比例及頻率，均有顯著性提升，且以年齡較高及學歷較低族群提升最多。二、2015年臺灣公民參訪科學工藝類博物館主要族群為學歷較高及年齡較低的公民，2018年臺灣公民參訪科學工藝類博物館比例及頻率，亦有顯著提升，以年齡較高及學歷較低族群提升最多。三、2015及2018年臺灣公民均非常認同非制式科學教育機構具教育功能及參訪有助提升其科學素養，2018年以經常參訪、女性、年齡較高及學歷較低等族群認同度提升較高。四、2015及2018年臺灣公民參訪科學工藝類博物館次數愈高，參與科技議題活動頻率愈高，呈現顯著正相關，2018年其兩者間的正相關愈加提升。五、2015及2018年臺灣公民參訪科學工藝類博物館次數愈高，愈認同非制式科學教育機構具教育功能及有助提升科學素養，呈現顯著正相關，2018年其兩者間的正相關愈加提升。綜合上述結果顯示，2015與2018年比較，2018年以年齡較高及學歷較低的公民在參訪科學工藝類博物館及參與科技議題活動的比例及頻率，提升最為顯著，且以參訪科學工藝類博物館的次數愈高，愈認同非制式科學教育機構能提升科學素養的態度，且有愈高的參與科技議題活動頻率，值得後續進一步探討參訪科學工藝類博物館如何促進及支持公民參與科技議題活動及提升其科學素養，本研究並提供後續博物館觀眾研究及營運實務之建議。

Facing the innovative era of science and technology (S&T), it is urgent to enhance the citizens' scientific literacy. Public engagement with science (PES) is an important issue of scientific literacy. Therefore, S&T museums play an important role in enhancing or supporting PES, but they have lacked convincing data. This study investigated the relationship and variation between Taiwanese citizens' visiting S&T museums and public engagement with activities of scientific issues in 2015 and 2018, and further analyzed visitors' attitudes toward to informal scientific education institutes (ISEIs) to discuss indirectly the influence of visiting S&T museums and public engagement with activities of scientific issues. The representative adult samples of 1,831 and 1,657 citizens were surveyed in 2015 and 2018, using probability proportional to size sampling method. Face interviewed with selected citizens to get information. Then, we used Independent-sample t test, One-way ANOVA and correlation analysis to analyze the data. Five major findings showed as follows: 1) The respondents have reported PES those was who had spoken out through the internet, followed in descending order by those who had volunteers of associated scientific event and attended of events hosted by civil society in 2015 and 2018. The ratio and frequency of public engagement with activities of scientific issues were significantly increased in 2018 more than 2015. 2) The major characters of Taiwanese citizens' visiting S&T museums were higher educational background and lower age in 2015. The ratio and frequency of visiting S&T museums significantly increased in 2018 more than 2015. The major increased groups were lower educational background and higher age in 2018. 3) Taiwanese citizens showed highly positive attitudes towards to ISEIs could enhance scientific literacy in 2015 and 2018. The major groups which increased positive attitudes towards to ISEIs were frequently visiting, female, lower educational background and higher age in 2018. Positive attitudes towards to ISEIs including ISEIs were good educational in institutes and visiting ISEIs could enhance understanding of S&T. 4) Visiting S&T museums and public engagement with activities of scientific issues were significantly positive correlated in 2015 and 2018. The correlation was significantly increased in 2018 more than 2015. 5) Taiwanese citizens' were more frequent visiting S&T museums; they showed more positive attitudes towards to ISEIs than those who are not and less visiting S&T museums in 2015 and 2018. The correlation was significantly increased in 2018 more than 2015. Summarized the above results demonstrated that Taiwanese citizens showed much more ratio and frequency of public engagement with activities of scientific issues and visiting S&T museums in 2018 more than 2015. The major increased groups of Taiwanese citizens were lower educational background and higher age in 2018. They also much more thought the ISEIs could provide the well educational resource and enhance understanding of S&T in 2015 and 2018. The research provided implications for the impact study and application of PES and visiting S&T museums in the future.

1. 江淑琳,張瑜倩(2016)。更民主的科學溝通：科學類博物館實踐公民參與科學之角色初探。傳播研究與實踐，6(1)，199-227。
   連結：
2. 吳忠宏,江宜珍(2003)。國立科學工藝類博物館觀眾參觀動機與滿意度之研究。科技博物，7(1)，36-59。
   連結：
3. 浦青青(2013)。博物館觀眾特徵之長期趨勢研究：以國立科學工藝類博物館為例。科技博物，17(1)，27-59。
   連結：
4. 黃孝宗,蔡俊彥,黃台珠(2013)。公民科學家意象與參觀博物館對科學研究利益知覺之影響。教育科學研究期刊，58(3)，1-22。
   連結：
5. 鄭瑞洲,黃臺珠(2018)。探討臺灣公民參訪科學工藝博物館和其科學素養間之關係。科技博物，22(1)，43-62。
   連結：
6. 鄭瑞洲,謝百淇,黃臺珠(2017)。臺灣公民參訪科學工藝博物館趨勢之研究。科技博物，21(1)，5-24。
   連結：
7. Bell, P.,Lewenstein, B.,Shouse, A.,Fedler, M.(2009).Learning science in informal environments: People, places, and pursuits.Washington, DC:National Academies Press.
8. Burgess, M. M.(2014).From “trust us” to participatory governance: Deliberative publics and science policy.Public Understanding of Science,23,48-52.
9. Chittenden, D.(2011).Commentary: Roles, opportunities, and challenges – Science museums engaging the public in emerging science and technology.Journal of Nanoparticle Research,13,1549-1556.
10. Fakatseli, O. (2008). What is visitor studies? Retrieved from http://www.visitors.org.uk/node/6
11. Falk, J. H.(2006).An identity centered approach to understanding museum learning.Curator: The museum journal,49(2),151-166.
12. Falk, J. H.,Dierking, L. D.(2010).The Solution: School is not where most Americans learn most of their science.American Scientist,98,486-493.
13. Falk, J. H.,Needham, M. D.(2011).Measuring the impact of a science center on its community.Journal of Research in Science Teaching,48(1),1-12.
14. Falk, J. H.,Storksdieck, M.,Dierking, L. D.(2007).Investigating public science interest and understanding: Evidence for the importance of free-choice learning.Public Understanding of Science,16,455-469.
15. Höge, H. (2016). Visiting museums: Some do and some do not. The Role of the Museum in the Education of Young Adults. Motivation, Emotion and Learning. Retrieved from https://www.google.com.tw/#newwindow=1&q=Visiting+Museums:+Some+Do+and+Some+Do+Not&* 1&q
16. Hood, M. G.(1992).After 70 years of audience research, what have we learned? Who comes to museums, who does not, and why?.Visitor Studies: Theory, Research and Practice,5(1),16-27.
17. Hooper-Greenhill, E.(1999).The educational role of the museum.London, UK:Routledge.
18. Hooper-Greenhill, E.(1999).Museum, media, message.London, UK:Routledge.
19. Irwin, A.(1995).Citizen science: A study of people, expertise, and sustainable development.London, UK:Routledge.
20. Irwin, A.(2014).From deficit to democracy (re-visited).Public Understanding of Science,23,71-76.
21. Jasanoff, S.(2004).Science and citizenship: A new synergy.Science & Public Policy,31(2),90-94.
22. Jones, R. A. L.(2014).Reflecting on public engagement and science policy.Public Understanding of Science,23,27-31.
23. Kotler, N. G.,Kotler, P.,Kotler, W. I.(2008).Museum strategy and marketing: Designing missions, building audiences, generating revenue and resources.San Francisco, CA:Jossey-Bass.
24. Layton, D.,Davey, A.,Jenkins, E.(1986).Science for specific social purpose (SSSP): Perspectives on adult scientific literacy.Studies in Science Education,13,27-52.
25. Lumley, R.(Ed.)(1992).The museum time-machine: Putting cultures on display.London, UK:Routledge.
26. Schäfer, H.(1996).Non-visitor research: An important addition to the unknown.Visitor Studies: Theory, Research and Practice,9,195-205.
27. Shein, P. P.,Li, Y. Y.,Huang, T. C.(2015).The four cultures: Public engagement with science only, art only, neither, or both museums.Public Understanding of Science,24,943-956.
28. SJohn, M.,Perry, D.(1993).A framework for evaluation and research: Science, infrastructure, and relationships.Museum visitor studies in the 90s,London, UK:
29. Stilgoe, J.,Lock, S. J.,Wilsdon, J.(2014).Why should we promote public engagement with science?.Public Understanding of Science,23(1),4-15.
30. Turner, S.(2008).School science and its controversies; or, whatever happened to scientific literacy?.Public Understanding of Science,17,55-72.
31. Vergo, P.(Ed.)(1989).The new museology.London, UK:Reaktion Books.
32. Wagner, W.(2007).Vernacular science knowledge: Its role in everyday life communication.Public Understanding of Science,16,7-22.
33. 王秀雲(2010)。科技渴望公民參與，試問科技是何物。科學發展，448，80-81。
34. 洪永泰(1992)。民意調查的抽樣設計。研考會雙月刊，16(1)，22-34。
35. 章英華,傅仰止(2006)。行政院國家科學委員會專案研究報告行政院國家科學委員會專案研究報告,臺北市:中央研究院社會學研究所。
36. 劉慶宗(2001)。國立中山大學公共事務管理研究所。
37. 蔡俊彥（編）(2016).2015 年臺灣公民科學素養概況.中山大學公民素養推究中心.

1. 黃惠婷,黃俊夫,陳淑菁(2020)。科學博物館增進觀衆科學素養之分析─以「莫拉克風災重建展示館」導覽解說為例。科技博物，24(3)，85-115。
2. 鄭瑞洲,林煥祥(2022)。臺灣公民參訪非制式科學教育機構對公民參與科學的影響：科學興趣所扮演的中介角色。科學教育學刊，30(2)，149-170。