從科研到科普：創新生物晶片單元的轉化詮釋

From Scientific Research to Popular Science: Transformation and Interpretation of Innovative Biochip Units

陳玫岑(Mei-Tsen Chen)；葉玟萱(Wen-Hsuan Yeh)；黃群雅(Chun-Ya Huang)；葛子祥(Tzu-Hsiang Ger)

生物晶片 ； 創新科技 ； 科技詮釋 ； 博物館展示 ； biochip ； innovative technology ； technology interpretation ； museum exhibit

科技博物

26卷3期（2022 / 09 / 01）

75 - 105

繁體中文

結合半導體與生醫技術的生物晶片，可運用在許多疾病的篩檢上。蛋白質晶片上被固定的抗體方向如若不一致，會使抗體跟抗原無法有效結合，影響晶片檢測效能。為克服此缺點，國內科學家發展出蛋白質晶片效能最佳化技術（EOP技術），透過外加電場牽引帶電性的蛋白質排列整齊固定在晶片上。對於跨領域的科研成果如何轉化成為一般人可以理解的科普展示，必須考慮專業資料的簡化以及研究脈絡的呈現。透過STEAM教育理念分析相關核心知識，作為展示詮釋之依據，並開發出兩件互動展品：生物晶片基礎單元以及EOP技術進階單元。本研究主要探討觀眾的參觀學習行為、參觀後的理解面向以及影響學習理解因素，資料收集採實地觀察與半結構式訪談進行。研究結果發現，觀眾參觀行為中與學習相關者，包括動手操作、朗讀、重複操作、相互討論、詢問問題等，其中重複操作行為相對明顯。觀眾參觀後對於生物晶片及EOP技術的理解面向集中在生物晶片的種類用途以及提高生物晶片檢測準確度上，但對於如何提升檢測效能的技術面關注較少。影響觀眾學習理解因素有三項：疫情下的生活經驗可引起參觀興趣；難易度區分的展示可讓不同背景與不同教育程度的觀眾各有所得；參觀過程的助力與人際互動有關，現場解說服務可協助即時跨越理解障礙，觀眾成員間的彼此討論有助於提高學習意願。

Biochips that integrate semiconductor and biomedicine technologies can be used to screen for various diseases. If antibodies fixed on a protein chip exhibit inconsistent directions, they cannot combine effectively with antigens, resulting in compromised effectiveness of disease detection. To overcome this problem, scientists in Taiwan developed an efficiency-optimization-of-protein-on-chip (EOP) solution that uses an external electric field to facilitate the neat arrangement of charged proteins on chips. To convert results from interdisciplinary scientific research to popular science information understandable to the general audience, technical data must be simplified to present the research context. This study employed the STEAM education philosophy to analyze relevant core knowledge as the basis for displaying the interpretation of technical information. Two interactive exhibits were developed concerning an introductory unit on biochips and an advanced unit on EOP technology. This study explored visitors' visit and learning behaviors, their post-visit comprehension, and factors that affected their learning and comprehension. Data was collected through onsite observations and semi-structured interviews. The research results pertaining to visit behaviors revealed that the behaviors related to learning included hands-on operation, reading aloud, repeated operation, discussion, and asking questions. Among these behaviors, repeated operation was the most pronounced. After their visits, the visitors' comprehension of biochips and EOP technology was centered on the types and applications of biochips as well as on the increasing accuracy of biochip detection tests. However, they paid little attention to the technology for increasing test effectiveness. The three factors that affected the visitors' learning comprehension were (1) the life experiences that they acquired during the COVID-19 pandemic, which triggered their interest to visit; (2) the division of the exhibition areas by topic complexity, which allowed visitors with different backgrounds and levels of education to all learn something through their visits; and (3) the assistance provided during the visits that were related to interpersonal interactions. Specifically, onsite guidance services can help visitors to overcome their comprehension barriers in a timely manner, and the discussions that visitors engage in can increase their willingness to learn.

1. 陳玫岑,蘇郁涵,黃群雅(2020)。創新科技的展示詮釋—以「創新傷口癒合」單元為例。科技博物，24(1)，5-24。
   連結：
2. 湯維玲(2019)。探究美國 STEM 與 STEAM 教育的發展。課程與教學季刊，22(2)，49-78。
   連結：
3. 葉蓉樺(2005)。從輔助學習的角度論科學類展覽的教育功能。博物館學季刊，19(1)，39-47。
   連結：
4. Borun, M.,Chambers, M. B.,Dritsas, J.,Johnson, J. I.(1997).Enhancing family learning through exhibits.Curator: The Museum Journal,40(4),279-295.
5. Bowater, L.,Yeoman, K.(2013).Science communication: A practical guide for scientists.West Sussex, UK:John Wiley & Sons.
6. Carrada, G.(2006).Communicating science: A scientist’s survival kit.Luxembourg:Office for Official Publications of the European Communities.
7. Caulton, T.(1998).Hand-on exhibitions.London:Routledge.
8. Hashim, A. F.,Taib, M. Z. M.,Alias, A.(2014).The integration of interactive display method and heritage exhibition at museum.Procedia-Social and Behavioral Sciences,153,308-316.
9. Lock, S. J.(2011).Deficits and dialogues: Science communication and the public understanding of science in the UK.Successful science communication: Telling it like it is
10. Maeda, J.(2013).Stem+ art= steam.The STEAM journal,1(1),34.
11. Mcquail, D.,Windahl, S.(1996).Communication models for the study of mass communication.London:Routledge.
12. Su, D. S.,Chen, P. Y.,Chiu, H. C.,Han, C. C.,Yen, T. J.,Chen, H. M.(2019).Disease antigens detection by silicon nanowires with the efficiency optimization of their antibodies on a chip.Biosensors and Bioelectronics,141,111209.
13. Tulley, A.,Lucas, A. M.(1991).Interacting with a science museum exhibit: Vicarious and direct experience and subsequent understanding.International Journal of Science Education,13(5),533-542.
14. Unal, F.(2012).Observation of object preferences of interest by children aged between 4 and 8 in museums: Antalya museum examples.Procedia-Social and Behavioral Sciences,51,362-367.
15. Vincenti, W. G.(1984).Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950.Technology and Culture,25(3),540-576.
16. Walton, R.(2000).Heidegger in the hand-on science and technology center: Philosophical reflections on learning in informal settings.Journal of Technology Education,12(1),49-60.
17. 朱效民(2006)。試論科學家科普角色的轉變及其評估。自然辯證法研究，22(12)，77-80。
18. 江瑞菁(2011)。自我決定數位學習環境的環境要素之初探。人文暨社會科學期刊，7(2)，67-75。
19. 邱美虹(2016)。科學模型與建模：科學模型、科學建模與建模能力。臺灣化學教育，11
20. 金雯俐(2015)。科普場館如何轉化高新科研技術成果—以教育活動”節能玻璃”為例。科學教育與博物館，1(5)，347-352。
21. 張曉琪(2019)。美國跨領域教學趨勢：從 STEM 到 STEAM 的轉化。教育研究月刊，300，36-46。
22. 敖妮花,龔惠玲,鞠思婷,李楠(2016)。高端科研資源科普化面臨的機遇與挑戰—以科普展覽為例。科學管理研究，34(3)，1-4。
23. 郭功義(1996)。二手經驗與切身體會－科學博物館展示與觀眾之互動。博物館學季刊，10(4)，41-47。
24. 黃俊夫(2010)。中國大陸科技館的科技創新與挑戰。生活科技教育月刊，43(2)，47-53。
25. 劉德祥,魯志玉,謝文馨(2019)。科學概念解釋在科學推廣中的重要性。2019 科普論壇邁向智慧世代—科學 FUN 新玩，高雄市: