博物館已成為現代社會大眾公共學習與生活的空間，更是學校教育延 伸學習的最佳場域。近年來，國內外博物館相繼應用資訊與通訊科技發展 應用於雲端與展場之虛實整合學習服務，使博物館成為社會大眾終身學習 及學校教育無所不在的新世代學習環境。本研究旨在配合小學主題課程教 學，由博物館專業人員及學校教師群共同合作，整合博物館數位與實體 學習資源，結合並善用實體與數位學習資源兩者優勢，發展融合實體展 場行動探索及數位輔助學習之虛 (virtual) 和實 (physical) 整合行動學習模 式，落實博物館成為連結與拓展學校正規教育之延伸學習場域與科普教育 資源，以提昇學生學校主題課程的學習成效。本研究配合小學自然科課程 「探索植物」主題需求，整合國立自然科學博物館實體與數位學習資源，規 劃設計歷時1 天之虛實整合行動學習體驗活動，總計有20 個學校308 名國 小學生參加，透過博物館專業人員提供展示主題先備知識導覽解說與行動 學習系統操作說明後，學生使用行動電腦於展場進行由老師事先分派之一 連串的學習任務導引、展示物件探索與觀察及問題思考、解決與回應，活 動結束後應用總體學習成果 (GLOs) 評估學生整體學習成效及老師對此教 學模式的回饋。研究結果發現學生在經歷過博物館的主題教學後，總體學 習成果中各面向調查結果，老師與學生皆肯定此學習模式。印證此學習模 式，能夠強化博物館與學校課程教學的連結，並可提昇學生學習自然科課 程的樂趣、學習成效及學習態度。本研究虛實整合行動悠遊學習服務，除 針對中小學師生外，將擴及親子兒童、一般大眾及創新科技使用族群，落 實國家12 年國教及大眾科學素養與科學生活化。

Museums with interdisciplinary and diverse extended learning resources are the most popular informal learning avenues for schools, especially elementary schools. In recent years, e-learning applications in museums have become mobile and ubiquitous and have profoundly impacted educational approaches, inspiring global museums to rethink and reshape their learning service models. Over the past decades, museums have endeavored to develop mobile (m)-learning services for enhancing student learning experiences. However, they have failed to effectively integrate virtual and physical resources to support the demands of school curricula. To address this issue, we developed a curriculum-based m-learning model, which integrated the physical and e-learning resources of the National Museum of Natural Science. The specific theme of this model was “exploring plants”, which was implemented in a one-day learning activity that included professional exhibition commentary and explanation of the operation of the m-learning system by museum personnel. Students made use of a mobile computer to complete a series of assignments, which involved observation of exhibited specimens and guided learning, as well as critical thinking, problem solving and feedback. A total of 308 students from 20 elementary schools participated in this study. Generic Learning Outcomes (GLOs) were used to examine overall student learning effectiveness and teacher feedback. The results showed that student and teacher responses to this model were positive. This learning model not only strengthened the connection between the museum and school curriculum, but also enhanced student perceptions of, learning performance in and attitudes towards natural science courses. Finally, suggestions were proposed for future research and extension of this model to the general public and families.