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博碩士論文 etd-1013115-063138 詳細資訊
Title page for etd-1013115-063138
論文名稱
Title
教師帶領弱勢學生參觀博物館之信念:以科工館科學趴趴GO方案為例
Teacher’s Perceptions of Taking Underprivileged Students on Field Trips to National Science and Technology Museum
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
81
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2015-05-13
繳交日期
Date of Submission
2015-11-19
關鍵字
Keywords
博物館參訪阻礙、校外參訪、科學學習弱勢、非制式科學教育、科學博物館
Field-Trip, Field-Trip Barriers, Museum Barriers, Science Museum, Underprivileged Students, Informal Science Learning
統計
Statistics
本論文已被瀏覽 5693 次,被下載 90
The thesis/dissertation has been browsed 5693 times, has been downloaded 90 times.
中文摘要
本文基於社會正義的觀點,探討偏遠地區的教師帶領學生參觀博物館時面臨的阻礙與困境,並進一步探討教師克服阻礙的途徑,及教師信念對參訪時的實務作為帶來的影響。研究者採用以Jocelyn Dodd, Alison Coles, and Richard Sandell (1998)三人提出的阻礙及林輝明(2002)提出的阻礙為本文的主要理論架構,以此檢視偏遠地區教師帶領學生參觀博物館時面臨的阻礙,同時檢視教師克服阻礙的途徑,最後,研究者從研究對象中挑選出最佳個案,探討最佳個案的教育信念及其對實務作為的影響。研究結果發現,偏遠地區教師帶領學生參觀博物館時面臨的阻礙最主要為交通因素及經濟因素,此外學生因素、認知不足、及參觀時間都是影響博物館參觀的阻礙;此外,交通因素阻礙與經濟因素的阻礙會與其他阻礙產生交互作用。研究結果也發現克服阻礙的途徑,最主要為透過申請補助的行政途徑來減緩交通及經濟的阻礙。最後本文由挑選出的個案中發現,教師信念來自於教師過去的生活經歷,並影響了教師帶領學生參觀博物館的動機、實務作為、及教師重視的參觀後教學成效。研究者依據本文的研究發現,建議未來教師可多注意各項行政資源,適時申請補助,並建議師資培育機構納入非制式科學教育的課程,幫助未來教師應用非制式科學教育的資源於學校課程。
Abstract
This study aimed to address the issue of educational equity in informal education by investigating the barriers teachers from the rural area encounter when taking underprivileged students on field trips, the strategies they used to overcome these barriers, and a teacher’s perceptions underlying her field-trip practices. To study the barrier and the overcoming strategies, we used the theoretical frameworks constructed by Dodd, Coles, & Sandell (1998) and Lin (2002). The research took place in the National Science and Technology Museum, a major museum in the southern Taiwan. The findings show that the main barriers teachers from the rural area encounter when taking students on field trips to the museum were related to transportation and finance, following by student safety, student's prior knowledge, and time for visit. The main overcoming strategy was to apply for grants. Finally, the teacher's past life experiences in outdoors activities were found to have possible impact on her motivation to take students on field trips and the related practices. Such findings provide implication for increasing the availability of grants for in-service teachers teaching in the rural area, and providing outdoors and informal education experiences for pre-service teachers in teacher education programs.
目次 Table of Contents
論文審定書………………………………………………………………………………i
誌謝…………………………………………………………………………………… iii
中文摘要………………………………………………………………………….….. v
英文摘要……………………………………………………………………………… vii
第一章 緒論…………………………………………………………………………… 1
第一節 研究動機………………………………………………………………… 1
第二節 研究背景………………………………………………………………… 1
第三節 研究貢獻………………………………………………………………… 2
第四節 研究問題………………………………………………………………… 3
第二章 文獻探討……………………………………………………………………… 5
第一節 科學學習中的弱勢族群………………………………………………… 5
第二節 非制式科學教育與博物館教育………………………………………… 8
第三節 參訪博物館的可能阻礙……………………………………………… 10
第四節 教師信念與博物館參訪實務………………………………………… 16
第三章 研究方法…………………………………………………………………… 21
第一節 第一階段─問卷調查與實地觀察…………………………………… 22
(一)研究對象…………………………………………………………… 22
(二)研究方法…………………………………………………………… 23
(三)研究工具…………………………………………………………… 24
第二節 第二階段─半結構式訪談…………………………………………… 26
(一)研究對象…………………………………………………………… 26
(二)研究方法…………………………………………………………… 27
(三)研究工具…………………………………………………………… 28
第三節 第三階段─深入訪談………………………………………………… 29
(一)研究對象…………………………………………………………… 29
(二)研究方法…………………………………………………………… 30
(三)研究工具…………………………………………………………… 30
第四節 資料分析………………………………………………………………... 31

第四章 研究結果…………………………………………………………………… 33
第一節 教師帶領學生參訪博物館可能遭遇的阻礙………………………… 33
第二節 克服各種阻礙的途徑…….…………………………………………… 38
第三節 教師辦理校外參訪的信念…………………………………………… 41
第四節 教師信念對校外參訪實務的影響…………………………………… 45
第五節 校外參訪對教師信念的影響………………………………………… 48
第五章 結論與建議………………………………………………………………… 49
第一節 阻礙…………………………………………………………………… 50
第二節 克服途徑……………………………………………………………… 51
第三節 教師信念……………………………………………………………… 52
第四節 實務建議……………………………………………………………… 53
第五節 未來研究建議………………………………………………………… 54
參考文獻…………………………………………………………………………… 57
附錄………………………………………………………………………………….. 63
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