臺灣公民對非制式科學教育場域的態度與參訪動機之研究

A Study on the Attitudes and Visiting Motivation of Taiwan Citizens towards Informal Science Educational Venues

鄭瑞洲(Jui-Chou Cheng)；林煥祥(Huann-Shyang Lin)

臺灣公民科技素養調查 ； 觀衆研究 ； 對非制式科學教育場域的態度及參訪動機 ； Taiwan citizens' scientific literacy survey ； Visitor studies ； Attitude and motivation to visit to informal science educational venues

科技博物

24卷3期（2020 / 09 / 01）

63 - 84

繁體中文

公民對非制式科學教育場域的態度、參訪動機及參訪行為與其營運息息相關，本研究旨在透過2015及2018年兩次調查研究探討臺灣公民對非制式科學教育場域的態度、參訪動機、活動型式及其變化趨勢，並進一步探討公民參訪與否與其態度間的相關性及不同背景公民間的差異性，以提供未來非制式科學教育場域營運的參考。本研究運用2015及2018年臺灣公民科技素養計畫調查數據，此調查以臺灣地區年滿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，並透過專人面訪蒐集資料，有效樣本數分別為1,831及1,657人，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，2015及2018年臺灣公民對非制式科學教育場域多持正向的態度，參訪非制式科學教育場域者所持正向態度較高。2018年臺灣公民對非制式科學教育場域的參訪動機主要為「增進人際互動」，其次為「增進科學科技瞭解」，再其次為「增進科學科技興趣」，且其認為非制式科學教育場域可規劃「動手操作活動」吸引其參訪。進一步分析結果也發現，年齡愈低、學歷愈高及有未成年小孩之公民族群對非制式科學教育場域有較高的正向態度。此外，2018年比2015年臺灣公民認為非制式科學教育場域能「提供很好教育資源」的態度，有顯著的下降，且部分非制式科學教育場域的參訪與否及態度的相關性降低。綜合上述結果顯示，臺灣公民參訪非制式科學教育場域的主要動機以休閒及人際互動為主，教育及學習為輔，因此非制式科學教育場域不應僅強調其教育的功能，也可提供舒適的軟硬體環境設施及氛圍，或以實用或多元性寓教於樂的動手活動，來滿足不同觀衆參訪的需要，本研究最後亦提出未來非制式科學教育場域可行的活動規劃及營運建議。

The visitors' attitudes, visiting motivations and visiting behaviors to informal science educational venues (ISEVs) are closely related to operation and management. This study aims to investigate Taiwan citizens' attitudes, motivation to visits, activity patterns and changing trends toward ISEVs through 2015 and 2018. Further investigate the correlation between visiting or not and attitudes to some ISEVs and the differences among citizens of different backgrounds. The data were collected from the survey of Taiwanese Citizens' Science and Technology Literacy Project. The representative adult samples of 1,831 and 1,657 citizens were surveyed in 2015 and 2018 respectively, using probability proportional to size sampling method. Face interviewed with selected citizens to get data. Then, we used independent-sample t test, ANOVA and correlation analysis to analyze the data. The results of the study found that Taiwanese citizens had positive attitudes toward ISEVs and the visitors of ISEVs had higher positive attitude in the two surveys. The main motivation for Taiwan citizens to visit ISEVs was ＂to enhance interpersonal interaction＂, followed by ＂to enhance understanding of science and technology＂, and then ＂to enhance interest in science and technology＂ in 2018 data set. They also considered that the ＂hands-on activities＂ of ISEVs can attract their visits. The background analyses of visitors found that the younger, the higher education and with small children of the citizens have a better positive attitude towards ISEVs. In addition, the citizens with an attitude of ＂providing good educational resources＂ towards ISEVs in 2018 is significantly lower than those in 2015. The correlation between visiting or not and attitudes to some ISEVs in 2018 is also lower than in 2015. The above results show that the main motivations for Taiwanese citizens to visit ISEVs are focusing on ＂interpersonal interaction or leisure＂ and supplemented by ＂education or learning＂. Consequently, we suggest that ISEVs should not only emphasize their educational functions, but also provide comfortable environment facilities and atmosphere, or various and practical hands-on activities for edutainment to meet the needs of the audience, in order to attract more non-audiences to visit, this study also gave some suggestions for the operation and management of ISEVs in the future.

1. 于瑞珍(2002)。科學博物館輔助學校科技教育教學資源之探討－以國立科學工藝博物館為例。科技博物，6(6)，4-18。
   連結：
2. 王啟祥(2002)。從休閒觀點析論博物館觀衆開發的困境與對策。博物館學季刊，16(4)，121-131。
   連結：
3. 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：
4. 林佩蓉,周偉融,劉銘欽,洪振方(2018)。以結構方程模式驗證體驗式教學品質、教學滿意度與忠誠度之關係：以國立海洋生物博物館環境教育設施場所校外教學為例。科技博物，22(3)，5-28。
   連結：
5. 洪櫻純(2005)。博物館與休閒規劃：閒暇時間與自由感。博物館學季刊，19(3)，51-61。
   連結：
6. 浦青青(2013)。博物館觀眾特徵之長期趨勢研究：以國立科學工藝博物館為例。科技博物，17(1)，27-59。
   連結：
7. 浦青青(2015)。博物館非觀眾休閒參與、休閒動機及參觀阻礙之研究：以國立科學工藝博物館為例。科技博物，19(3)，127-156。
   連結：
8. 劉婉珍(2008)。觀眾研究與博物館營運發展。博物館學季刊，22(2)，29-43。
   連結：
9. 鄭瑞洲,謝百淇,黃臺珠(2017)。臺灣公民參訪科學與工藝博物館趨勢之研究。科技博物，21(1)，5-24。
   連結：
10. 謝百淇,黃育真,張美珍,李馨慈(2016)。化零為整：科學學習生態系統取向之文化回應課程。科學教育學刊，24(S)，461-485。
    連結：
11. (2016).The Role of the Museum in the Education of Young Adults. Motivation, Emotion and Learning.
12. Adelman, L. M.,Falk, J. H.,James, S.(2000).Impact of National Aquarium in Baltimore on visitors' conservation attitudes, behavior, and knowledge.Curator: The Museum Journal,43(1),33-36.
13. Ajzen, I.(2011).The theory of planned behavior: Reactions and reflections.Psychology & Health,26(9),1113-1127.
14. Balloffet, P.,Courvoisier, F. H.,Lagier, J.(2014).From museum to amusement park: The opportunities and risks of edutainment.International Journal of Arts Management,16(2),4-18.
15. Dawson, E.(2018).Reimagining publics and (non) participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groups.Public Understanding of Science,27(7),772-786.
16. Fakatseli, O. (2008). What are visitor studies? Retrieved from http://www.visitors.org.uk/node/6
17. Falk, J. H.(2006).An identity centered approach to understanding museum learning.Curator: The Museum Journal,49(2),151-166.
18. Falk, J. H.,Dierking, L. D.(2010).The 95% solution: School is not where most Americans learn most of their science.American Scientist,98,486-493.
19. Falk, J. H.,Dierking, L. D.(1992).The museum experience.Washington, DC:Whalesback Books.
20. Falk, J. H.,Dierking, L. D.,Osborne, J.,Wenger, M.,Dawson, E.,Wong, B.(2015).Analyzing science education in the united kingdom: Taking a system‐wide approach.Science Education,99(1),145-173.
21. 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.
22. 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(4),455-469.
23. Gilbert, J. K.,Stocklmayer, S.(2001).The design of interactive exhibits to promote the making of meaning.Museum Management and Curatorship,19(1),41-50.
24. 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.
25. Lumley, R.(ed.)(1992).The museum time-machine: Putting cultures on display.London:Routledge.
26. Lynch, R.,Burton, C.,Scott, C.,Wilson, P.,Smith, P.(2000).Leisure and change: Implications for museums in the 21st century.Sydney:Powerhouse Publishing.
27. Mintz, A.(1998).Demographic trends, strategic responses.Museum News,77(3),47-51.
28. Rennie, L. J.,McClafferty, T. P.(1996).Science centres and science learning.Studies in Science Education,27(1),53-98.
29. 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(8),943-956.
30. Shein, P. P.,Swinkels, D.(2018).Equitable access to informal science institutions.Asia-Pacific Education Researcher,28,159-170.
31. Vergo, P.(ed.)(1989).The new museology.London:Reaktion Books.
32. 李惠文(1999)。博物館行銷與非觀眾。博物館學季刊，13(2)，63-74。
33. 林煥祥（編）(2020).2018 年臺灣公民科技素養概況.高雄市:國立中山大學西灣學院公民素養推動研究中心.
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. 楊淑玲(2001)。當前博物館的發展及其市場定位。科技博物，5(2)，62-75。
37. 劉慶宗(2001)。高雄市，國立中山大學公共事務管理研究所。
38. 蔡俊彥（編）(2016).2015 年臺灣公民科技素養概況.高雄市:國立中山大學公民素養推動研究中心.

1. 劉韋良,陳佳靖,郭世文,吳佩修,王裕宏,王雅芳(2022)。科學博物館協力公眾參與科學之實踐－以沃爾巴克氏菌防治登革熱展示為例。台灣公共衛生雜誌，41(2)，211-225。