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研究生: 吳品萱
Wu, Pin-Hsuan
論文名稱: 科學傳播與教育的結合:科學教育理念下的電視科學新聞對學習者的科學-覺知、享受、興趣、觀點形成、與理解(AEIOU)之影響
Bridging Science communication/education: The impact of science education initiated TV news on learners' perceived Awareness, Enjoyment, Interest, Opinion Formation, and Understanding (AEIOU)
指導教授: 張俊彥
Chang, Chun-Yen
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2016
畢業學年度: 104
語文別: 英文
論文頁數: 58
中文關鍵詞: 科學傳播AEIOU電視科學新聞媒體科學素養
英文關鍵詞: Science Communication, AEIOU, Scientific TV News, Scientific Literacy in Media
DOI URL: https://doi.org/10.6345/NTNU202204840
論文種類: 學術論文
相關次數: 點閱:213下載:27
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  • 本研究旨在探討科學教育理念下所製播出的電視科學新聞(Educational Science Communication),與一般的電視科學新聞(Daily Science Communication)對於學習者的差異,包含對科學的覺知(Awareness)、享受(Enjoyment)、興趣(Interest)、觀點形成(Opinion formation)、與理解(Understanding),並以學習者的媒體科學素養(Scientific Literacy in Media)代表個人在學校和媒體中的科學學習程度指標,將學習者分為高/低SLiM組再做深入的探討。其中,AEIU係以量化研究法,O則係以質性研究法做分析,分析結果顯示:(1)對於低SLiM組的學習者,其科學興趣(Interest)在科教理念下的電視科學新聞中(M = 12.47, SD = 2.42) (t = -2.053, p ≤ .05)有顯著的提升。(2)對於高SLiM組的學習者,其科學理解(Understanding) 在科教理念下的電視科學新聞中(M = 2.06, SD = 1.01) (t = -2.01, p ≤ .05)有顯著的提升。(3)對於全部的學習者,在科教理念下的電視科學新聞中,他們會使用較多的科學概念支持自己的觀點(Opinion formation)。(4)對於全部的學習者,其科學覺知(Awareness)、與享受(Enjoyment)皆沒有顯著差異。

    The purpose of this study was to explore the differences toward learners’ perceived scientific Awareness (A), Enjoyment (E), Interest (I), Opinion Formation (O), and Understanding (U) between science education initiated scientific TV news (i.e., Educational Science Communication, ESC) and general scientific TV news (i.e., Daily Science Communication, DSC). By adopting Scientific Literacy in Media (SLiM) as individual level of science learning in school and media, we divided learners into High/Low SLiM group to investigate deeply. The methodology we used to analyze AEIU was quantitative, and O was qualitative. The results revealed that: (1) For low SLiM learners, scientific interest (I) significantly promoted under Educational Science Communication (M = 12.47, SD = 2.42) (t = -2.053, p ≤ .05). (2) For high SLiM learners, scientific understanding (U) significantly promoted under Educational Science Communication (M = 2.06, SD = 1.01) (t = -2.01, p ≤ .05). (3) For all learners, they used more scientific concepts to support their opinions (O) under Educational Science Communication. (4) For all learners, scientific awareness (A) and enjoyment (E) were not significantly different under Educational Science Communication.

    Chapter1 Introduction 4 1-1 Background of the Study 4 1-2 Purpose of the Study 6 1-3 Limit of the Study 7 1-4 Definition of Terms 7 Chapter2 Literature Review 8 2-1 Historical Development of Science Education and Science Communication 8 2-1-1 Main Differences between Science Education and Science Communication 8 2-1-2 Turning Point to Bridge Science Education and Science Communication 10 2-2 Broadcast TV News to Bridge Science Education and Science Communication 13 2-2-1 Cognitive Loading Theory – 90 s in Length – Well Structured Content 13 2-2-2 Multimedia – Computer Simulation/Animation – Learn Complex Scientific Concept 15 2-2-3 News Values – Domestic Science Development – Promotion of PUS 16 2-2-4 Framing – Journalist vs Scientist – Sharing Specialty 17 Chapter3 Methodology 18 3-1 Research Framework 18 3-2 Participants and its background information 19 3-3 Research Procedure 22 3-4 AEIOU Instrument Development 24 3-4-1 Questions Design 24 3-4-2 Validity 25 3-5 Factor Analysis of A, E, and I 25 3-6 Reliability in A, E, I, and U 27 3-7 Data Analysis 28 3-7-1 Simple Linear Regression 28 3-7-2 Independent Samples t Test 28 3-7-3 Coding Analysis 29 Chapter4 Results 30 4-1 Simple Linear Regression Results of SLiM 30 4-2 Independent Samples t Test Results of AEIU 30 4-3 Coding Analysis of Opinion Formation 34 4-3-1 Q1 “In your opinion, please describe Taipei City’s living conditions and environment” 36 4-3-2 Q2 “When an earthquake hits, is a taller building or a shorter building safer? Describe your opinion.” 37 4-3-3 Q3 “In your opinion, how might carbon dioxide affect our living environment?” 38 Chapter5 Discussion 39 5-1 Awareness 39 52 Enjoyment 40 5-3 Interest 41 5-4 Opinion Formation 43 5-5 Understanding 43 Chapter6 Conclusion & Future Research 45 6-1 Conclusion 45 6-2 Future Research 45 Reference 47 Appendix 1. Analysis Version of AEIOU Instrument 51 Appendix 2. The Code Book and Examples 55 Appendix 3. The Scoring way in Understanding Dimension -Take Q4 for Example 56 Appendix 4. The Example of Coding in Opinion Dimension 57

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