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科普訊息的接收與理解──以大學生接收奈米資訊為例 / Audience’s reception and understanding of popular science: A preliminary case study of university students' reception on nanoscience information

科學概念若能有效地普及於社會大眾,可以加速跨領域知識的整合創新、提高國家的創新經濟產能,並促進社會間的對話與發展想像。因此「科學普及」(以下簡稱「科普」)是全球許多國家推動知識工程的基礎。

所謂「科普」,是把科學研究的結果用一種比較含糊的轉譯方式提供給大眾,目的在於對公眾進行教育(educate)、說服(persuade)與溝通(communicate),讓大眾能學習理解科學的內涵(learned)、具有科學思辨的能力(competent)並能夠以科學精神參與社會事務(function-in-society);傳播媒介則是科普最好的載具。然而,科普的工作一直都有傳播內容過於生硬難懂、望之生畏的困境,無法真正達到普及的效果;學者們認為主要包含科普內容文本、讀者理解以及科學家參與推廣等層面的問題。

本文藉由量化的研究方法初探「科普讀物的圖文呈現形式」在傳播效果上對讀者「認知資訊負荷」、「態度」及「理解」的影響。同時,將讀者的「涉入感」與「先備知識」納入變項,探究讀者「涉入感」與「先備知識」的差異對於科普讀物傳播效果的影響程度。

研究者以「奈米保養化妝品」為實驗科普訊息主題,針對臺灣大學及淡江大學合計507 名的大學生,進行不同形式的科普讀物訊息實驗,並以問卷量測受試者對科普訊息主題的涉入感、先備知識,以及閱讀實驗科普訊息之後,對該訊息內容的認知資訊負荷、態度及理解程度。經過資料整理及統計分析,得到本次實驗相關結果與發現如下:

一、 本次實驗中的科普訊息使用不同圖文呈現形式,但在依變項的傳播效果上並沒有顯著的差異,顯示科普訊息的文字與圖像其實可以各自獨立。

二、 科普訊息的涉入感及先備知識均高度影響閱讀科普訊息時的認知資訊負荷、態度與理解程度;認知資訊負荷較小的科普文本,其傳播效果較好。

三、 不同性別的閱聽人,在閱讀科普訊息的認知資訊負荷、態度及理解程度上均沒有顯著的差異,打破一般認為女性不擅長科學的刻版印象。

四、 理工背景學生在閱讀科普訊息時的認知資訊負荷明顯較小,在理解程度及態度上較非理工背景的學生表現僅為稍佳。

此外,本研究發現,新世代的資訊使用行為可能受網路閱讀行為的影響,因此對科普訊息的取用方式,已轉向使用篇幅短、取用彈性大的訊息內容服務;傳統科普傳播講究循序漸近、結構完整的知識傳遞方式,如何因應新世代的資訊使用行為而調整,是未來所有科普傳播工作者思考創新發展的重要方向。 / Popular science, sometimes called science popularization or literature of science, is to transfer and translate the concepts or results of scientific researches to the public in a comparatively vague manner. It aims at educating, persuading and communicating, so that the public could be learned in understanding science, be competent in scientific thinking and be able to function in the society with a scientific spirit. The mass media is absolutely the best channel for popular science. However, most contents of popular science are very difficult to understand, and this has put popular science in a dilemma and couldn’t be “popularized” at all. Scholars believe there’re three main factors influencing the achievement of popular science: the content design, the comprehension of readers, and the participation of scientists.

This article based on quantitative methods attempts to make a preliminary inquiry into the communication effect of popular science reading materials with different presentation of graphs. The audience’s “cognitive loading”, “attitude” and “understanding of the science concepts” are observed and their “sense of involvement” and “prior knowledge “ are taken into account as variables.

The experiments were conducted at 2 universities in Taiwan in June, 2010. There’re 507 students exposed to 3 different types of nanoscience reading. The result indicates: 1) The communication effect of popular science’s texts and pictures could be independent from each other. 2) Audience’s sense of involvement and prior knowledge both significantly influence their cognitive load, attitude and comprehension. 3) Audience of different genders shows no significant difference in understanding popular science messages.

Identiferoai:union.ndltd.org:CHENGCHI/G0093941018
Creators趙又慈, Chao, Yu Tzu
Publisher國立政治大學
Source SetsNational Chengchi University Libraries
Language中文
Detected LanguageEnglish
Typetext
RightsCopyright © nccu library on behalf of the copyright holders

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