頁籤選單縮合
題名 | 2018和2023年民眾參與「自造及科技教育嘉年華」活動對自造與科技教育的認知與滿意度比較研究=A Study on the Comparison of Public Perception and Satisfaction regarding Maker and Technology Education through Participation in 'Maker and Technology Education Fair' Events in 2018 and 2023 |
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作者 | 田佳立; 劉佳儒; 張美珍; | 書刊名 | 科技博物 |
卷期 | 28:2 2024.06[民113.06] |
頁次 | 頁5-30 |
分類號 | 528 |
關鍵詞 | 自造教育; 科技教育; 大型活動; Maker education; Technology education; Maker and technology education fair; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討不同年度民眾參與「自造及科技教育嘉年華」活動對自造與科技教育的認知與滿意度的比較。研究者以2023年參與活動之民眾為研究對象,共取得有效問卷382份,並與2018年同活動調查資料以描述性統計、卡方檢定及百分比事後比較進行資料分析,研究結果發現:(1)舉辦大型活動有助於加速推廣普及爭取民眾對於活動內容認同,有利於政策推動。(2)2023年調查顯示,民眾透過網路社群獲得活動訊息比例較2018年增加,顯示網路宣傳有效,且民眾會選擇感興趣的活動參加。(3)兩個年度調查結果都顯示對於活動滿意度整體給予很高的評價,顯現出活動能有效吸引民眾的參與,達到自造教育推動的目的。(4)2023年民眾對「學校自造教育的意涵」以動手實作、創意自製為主,同時認為學校教育中應強調創意發想;具不同背景的民眾對於自造教育意涵具不同的觀點。(5)兩個年度參與活動民眾對於「自造教育意涵」、「自造教育特質」及「自造教育該教些甚麼」的部分認知具差異。(6)兩個年度調查結果都顯示民眾認為「動手實作」為自造教育最重要特質;「創意發想」是學校自造教育最應教的內容。另建議依調查顯示民眾對於自造教育仍屬陌生,仍應持續進行推廣且民眾對於活動具有高滿意度,顯示活動辦理模式值得未來辦理之參考。 |
英文摘要 | This study compares the perceptions and satisfaction of the public participating in the "Maker and Technology Education Carnival" across different years. Researchers focused on individuals who participated in the 2023 event, collecting 382 valid questionnaires. They compared these results with those from 2018, utilizing descriptive statistics, chi-square tests, and post-percentage comparisons for data analysis. The findings and recommendations include: (1) Holding large-scale events aids in rapidly promoting and gaining public support for the event content and facilitating policy advocacy. (2) The 2023 survey indicates an increased proportion of people obtaining event information through online communities compared to 2018, highlighting the effectiveness of online promotion and people's inclination to participate in activities of interest. (3) Both years' survey results show high overall satisfaction with the events, demonstrating their effectiveness in attracting public participation and promoting maker education. (4) In 2023, participants primarily associate "school maker education" with hands-on activities and creative production, suggesting an emphasis on creativity in school education. Different backgrounds lead to varying perspectives on the meaning of maker education. (5) There are differences in participants' perceptions from the two years regarding maker education's meaning, characteristics, and content. (6) The survey results from both years indicate that the public considers "hands-on activities" as the most important characteristic of maker education. At the same time, "creative thinking" is deemed the most important content for school maker education. Additionally, based on the survey results, it is recommended to continue promoting maker education as it remains unfamiliar to the public. The high satisfaction with the events indicates that the event management model is worthy of future reference. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。