Science communication based on knowledge of coastal environmental changes and fieldwork practice
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          Under a combination of scientific research and field practice, a dialogue with users requiring adaptation to the environment, at present there is a gap between scientific knowledge and practical experience. Therefore, the team made good use of knowledge translation, and incorporated the problems identified by the team, accumulated the knowledge and the conflicts faced by the team, into an interactive environmental context with play design. In addition, the team has actively promoted scientific knowledge in the form of stalls, so that valuable research and field experience could be passed on to the public and play a role in shaping civic literacy. Furthermore, based on the concept of disaster prevention education, the team used experiential teaching aids to permit students to link with existing school courses. They were able to evaluate the comprehension and knowledge background of those receiving information, and design a number of teaching aids for impacted learning. Students no longer passively receive information from the instructor and take an examination. Instead, they are actively involved in this interactive classroom for interdisciplinary learning, intergrade and intergenerational knowledge exchanges, and results in a link between science, technology and innovative design and the real world. With a total of 13 subjects involved, including architecture, hydraulic engineering, urban planning, and disaster mitigation technology, students were allowed to think about different environmental issues in an interdisciplinary approach. In response, they said during a course for coastal cleanup activities that "The conventional beach cleanup program is just to collect and classify garbage. Through the teacher's explanations in the course, however, we have a better understanding of garbage decomposition, the policies and sources of oyster culture floats, as well as a profound experience of the serious impact of human waste on the environment."

          Those experiences and processes are the items that our team has actively developed and promoted. The aim of achieving the goal of the Ministry of Education is to use the university’s social responsibility to change the isolation of traditional education and research, make use of the combination of fields to expand the feasibility of research, and increase the breadth of students' thinking about career development, so they can apply what they have learned for industry-academia cooperation.

          在科學研究與場域實作的結合下,面對的是與使用者、調適對象的對話,對話之間存在著知識與經驗的落差,因此本團隊也善用知識轉譯的專業,將本團隊所發現的問題、匯集的知識與面臨的衝突,透過遊具設計的方式,讓民眾可以輕鬆的方式,共同參與環境議題思考的情境裡,並於各大在的活動中,以擺攤的方式,主動推廣科學知識,讓寶貴的研究與場域經驗,傳遞給大眾悉知,成為公民素養陶塑的一環。此外,我們也以防災教育的概念,利用一些體驗教具的設計讓學生透過Design thinking的方式,串連既有校園課程,讓學生評估知識傳遞對象的理解力、知識背景,設計多項易於學習的教具。學生不再是單向的學習知識與填答考卷,而是有更多學習情境的結合,包含跨領域無邊界的學習、跨年級與世代的知識交流、科學技術及創新設計與真實社會的連結。一共串連了13門課程,囊括了建築系、水利系、都計系、防災科技學程之系所,讓學生跨領域多元思考不同的環境議題,學生更在課程中的淨灘活動中表示:「傳統的淨灘活動,只是撿拾垃圾與分類,透過課程中老師的講解,更加瞭解了垃圾的分解、牡蠣養殖浮具的政策與來源地,也在這次的活動中,深刻的體驗人類製造廢棄物對環境之影響的嚴重」。