高质量发展背景下科普展览教育效果评估方法构建及实践探索 ——以广东科学中心为例

Construction and Practice of A Science Exhibition Evaluation Framework towards Learning Impacts: Supported by Guangdong Science Center Trials

摘要:

科普展览，作为科技馆进行科学传播的主要手段，被普遍认为具有一定的科学教育作用。但该作用是否真实存在，作用究竟有多大却鲜少有人进行主动评估。相关研究往往分为三个方向：一是通过观众对科技馆的满意度来侧面体现效果，二是简单通过观众的停留时间来评估参观效果，三是通过观众经过展览前后的认知变化作为展览教育效果的判定。这三种方式均忽略了展览本身触发观众进行学习的原因，使得无论是新展览还是老展览都存在同样对观众“不友好”的问题，为展览质量的提升带来阻碍。为此，本研究提出一套针对教育效果的科普展览评估体系，将行为研究法与对比研究法相结合，以观众行为为切入点，深入单个科普展项，探究其对观众在知识层面的影响机制。该体系先后在广东科学中心的两个展览进行试验，得出四个主要结论：适当的社交刺激可提高展项的教育效果、部分展项存在娱乐性与教育性失衡的现象、辅助模型需另寻更恰当的结合方式、及传统实验的展示方式需要进行更新迭代。

Abstract:

Science exhibitions, as the major approach for science centers to communicate science, are considered to be scientific educating generally. However, few evaluations have been done to prove its impact on people's learning. Relevant studies could be classified in three categories: using the audience's satisfaction survey to reflect the impact, simply evaluating the impact by the holding power of exhibits and concluding the impact according to audience's cognitive changes before and after exhibitions. None of these approaches value the reasons behind this learning, specifically how exhibits trigger audience to learn at the scene, so that the same old audience-unfriendly issues still remain in the past and current exhibitions hindering the improvement of exhibition quality. Thus, this study proposes a science exhibition evaluation framework towards learning impacts, with the combination of behavior method and comparative study, further exploring its impact on audience's knowledge level through visitors’ behaviors. The framework has also been tested in two exhibitions at the Guangdong Science Center. Results indicate four major conclusions. Certain social stimulus improves its learning impacts. There is an imbalance between entertainment and education. Rethink the combination of multiple exhibit forms. Conventional experimental simulation forms should be upgraded.