登山遊憩活動中隱現的公民科學知識－以魯地圖為例

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研究生：	彭玉珊 Pang, Yuk Shan
論文名稱：	登山遊憩活動中隱現的公民科學知識－以魯地圖為例 Citizen Science Knowledge Emerging In Mountaineering And Recreational Activities： An Application In Rudy Map
指導教授：	趙芝良 Chao, Chih-Liang
口試委員:	陳瑋苓 Chen, Wei-Lin 盧道杰 Lu, Dau-jye
學位類別：	碩士 Master
系所名稱：	竹師教育學院 - 環境與文化資源學系所 Department of Enivonmental and Cultural Resources
論文出版年：	2024
畢業學年度：	113
語文別：	中文
論文頁數：	182
中文關鍵詞：	公民科學、社群媒體、知識轉移、登山遊憩管理、開放街圖
外文關鍵詞：	Citizen Science, Social Media, Knowledge Transfer, Mountaineering and Recreation Management, Open Street Map (OSM)
相關次數：	點閱：56 下載：3
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查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

公民科學在資訊科技主導的時代中，借助社群媒體的群眾外包技術，改變了資料和數據收集模式。這不僅能夠快速招募大量志願參與的公眾，也讓公民科學將社群媒體作為資料收集媒介。此外，社群媒體同時提供了一個平台，供大眾分享個人知識並互動。藉上述的知識轉移不僅豐富公民科學的產出，並強化其於登山遊憩管理的效益。
本研究先以文獻計量學和內容分析法進行前導性研究，確立公民科學、社群媒體與知識轉移的關聯性。另以台灣登山遊憩活動－熱門離線地圖「魯地圖」為例，探討其臉書社群「魯地圖 Taiwan TOPO 自由/免費分享」內的10位成員，以其於社群內角色類型所隱現的公民科學、知識轉移歷程與影響性。
依Nonaka與 Takuichi（1995）之SECI 模式為初探概念，以紮根理論之剖析與歸納後，獲得以下三大結論：（1）魯地圖所產出的四個知識類型：觀點認知型、學說理論型、操作指南型與應用擴張型；（2）社群媒體為知識轉換平台的四個影響力：營造知識的共享力、建構群策群力的協作力、供予資訊整合的操作力與擴展自主性的探索力；（3）社會參與的運作模式的四個影力：個人技能與參與感的塑造、促進共享共學的學習模式、豐富社會的多元化發展與社會參與的可持續性。
藉本研究之結論，不僅獲悉公民科學的知識類型、社群媒體為知識轉移平台和社會參與的運作模式，以上三者的相互關聯與影響力。其中更特別是社群媒體形成共同價值觀，成為推動公眾分享個人知識並討論的驅動力，這也是公民科學可持續性的重要因素。本研究希望能為當前或未來的公民科學提供參考，在面對各種社會問題時，透過群眾智慧共同努力實現永續發展目標。

Citizen Science in the era dominated by information technology, with the help of crowdsourcing technology from social media, not only changed the data collection methods but also recruited a huge voluntary participation public in a short period, which attracted Citizen Science using Social Media for data collection increasingly, the effective and recognizable outcomes of Mountaineering and Recreation Management
during the interaction with others for personal knowledge sharing and new knowledge creation.
First, this study conducted the Pilot Study using Bibliometric Analysis to trace the relationships between Citizen Science, Social Media, and Knowledge Transfer in previous literature, as the construction of the study aims and questions. Then, through the Content Analysis of Posts on the Facebook group for Rudy of Map (Taiwan TOPO Free Sharing), which is one of the most popular offline maps for Mountaineering and Recreation in Taiwan, it helps explore the process of knowledge transfer, and its impacts on Citizen Science, also beneficial for the question design of in-depth interviews with 10 Facebook group members of Rudy Map.
Furthermore, based on the SECI model of Nonaka ＆ Takuichi (1995), and analyzing and summarizing a grounded theory, the following three conclusions were obtained: (1) Four types of knowledge produced by Rudy Map: Observational Knowledge, Theoretical Knowledge, Operational Knowledge, and Applicational Knowledge; (2) Four influences in Social Media as a Knowledge Transfer platform: Increasing intention of knowledge sharing, Building collaboration and shared learning of interest groups, Providing multi-information Integration, and Promoting the exploration of autonomous; (3) Four impact of Social Involvement: Establishing Personal Skills and Sense of Participation, Promoting Collaborative Shared Learning through Interest Groups, Enriching the Social Development of Multi-group and The Sustainability of Social Involvement.
Through this study, we gained insights into the types of knowledge produced by Citizen Science, the Influences of Social Media as a Knowledge Transfer Platform, and the impacts of Social Involvement on different groups. Also understood the relationship and interrelated influences between the three of them, Particularly the sense of community raised by Social Media, which is the key interaction element for attracting the public for personal knowledge sharing and discussion with others, which also affects the sustainability of citizen science. Hopes that it helps the Citizens Science to apply the influences of knowledge transfer, to face the difficulties of social community, and to achieve the Goals of Sustainable Development with the wisdom of the public.

目錄
第一章 緒論            1
第一節 研究背景與動機    1
第二節 研究目的與問題    5
第三節 研究限制            5
第四節 研究流程圖    7
第五節 名詞定義            8
第二章 文獻回顧            11
第一節 公民科學之定義與發展歷程    11
一、    公民科學之定義與發展    11
二、    新興的公民科學計畫    14
第二節 公民科學與社群媒體之關聯    16
一、    社群媒體之定義            16
二、    公民科學與社群媒體的連繫    17
三、    開放街圖（OSM）與社群媒體    18
第三節 理論基礎－知識管理之流動、轉移與創造    20
一、    知識與知識管理                    20
二、    公民科學與知識管理            25
三、    公民科學與知識轉移理論－SECI模式    30
四、    社群媒體與知識轉移            35
第四節：公民科學知識類型與影響性            37
一、    現有的公民科學知識類型            37
二、    現有公民科學不同面向的影響性    38
第三章 研究方法    42
第一節 研究概念    42
第二節 研究取向    43
一、    質性研究    43
二、    研究群體    43
三、    研究工具    43
四、    研究者角色    46
五、    研究訪談流程    47
六、    訪談大綱     48
七、    研究論理            50
八、    研究信效度    50
第三節  研究範圍與樣本描述    51
一、    研究對象介紹            51
二、    研究取樣與樣本描述    53
第四章：前導性研究分析結果    58
第一節：文獻計量學分析－公民科學與社群媒的關聯    58
第二節：魯地圖社群貼文之初探                    68
第五章：研究過程的分析與結果                    75
第一節    魯地圖產出的知識類型                    76
一、    觀點認知型    77
二、    學說理論型    82
三、    操作指南型    86
四、    應用擴張型    93
第二節： 社群媒體為知識轉移平台的影響力    101
一、    營造知識共享力                    102
二、    建構群策群力的協作力            107
三、    供予資訊整合的操作力            111
四、    擴展自主性的探索力            115
第三節：魯地圖知識產出對社會參與的影響性    120
一、    個人技能與參與感的塑造    121
二、    促共享共學的小組學習模式    124
三、    豐富社會多元化的發展    129
四、    社會參與的可持續性    134
第六章： 研究綜合分析與討論    142
第一節：魯地圖產出的知識類型    142
一、    魯地圖知識類型的組成    142
二、    魯地圖知識類型的特性    144
三、    魯地圖知識類型與SECI模式知識內容之相同與相異性    146
第二節：社群媒體為知識轉移平台的影響力                    148
第三節： 魯地圖知識轉移對社會參與的影響性                    150
第四節：魯地圖的知識轉移與影響                            154
一、    魯地圖知識類型與社群媒體為知識轉移平台的相互影響    154
二、    社群媒體為知識轉移平台對社會參與的影響性            158
三、    魯地圖知識類型與社群的知識轉移影響力和社會參與之相互影響歸納    162
四、    魯地圖之知識轉移產出、歷程與影響力                            163
第七章 研究結論與建議                    165
第一節 研究結論                            165
一、    魯地圖產出的知識模型            165
二、    社群媒體為知識轉移平台的影響力    166
三、    魯地圖知識轉移對社會參與的影響性    167
四、    魯地圖的知識轉移與登山遊憩管理    168
第二節 研究貢獻            169
一、    學術層面的貢獻    169
二、    實務層面的貢獻    170
第三節 研究建議                    170
一、    後續研究之建議            170
二、    對公民科學發展的建議    170
參考文獻                      171

表目錄
表2-1：公民科學計畫類型    12
表2-2-1：社群媒體類別    16
表2-2-2：國際公民科學與社群媒體之案例    17
表2-3-1：知識的定義    21
表2-3-2：知識之用途    23
表2-3-3：知識管理流程    25
表2-3-4：內隱知識和外顯知識之特點    31
表2-3-4：SECI模式的知識轉換與產出特性    32
表2-3-5：SECI模式與Ba之比較    33
表2-3-6：SECI 模式知識交互流程    34
表2-4-1：公民科學參與群組與好處    39
表2-4-2：公眾參與的動機與影響性    40
表2-4-3：現有公民科學不各參與群組的影響性    41
表3-2-1：訪談大綱及針對性問題    49
表3-3-1：臉書社群成員動機    54
表3-3-2：臉書社群成員類別    54
表4-1-2：公司或組織和公民科學的群眾外包流程之比較    66
表4-2-1: 魯地圖社群貼文熱門主題    68
表4-2-2：魯地圖的內隱與外顯知識之初探    71
表6-1-1：魯地圖知識類型與SECI模式知識內容對比表    147
表6-3-1：魯地圖受訪者社群角色分佈    152
表7-1-1：地圖知識類型之說明    165
表7-1-2：社群媒體在知識轉移中所塑造的影響力之說明    166
表7-1-3：魯地圖知識轉移的效益與挑戰之說明    167

圖目錄
圖1-4：研究架構流程圖    7
圖2-3-1：組織學習與知識轉移的關係圖    20
圖2-3-2：山域事故案件統計圖    26
圖2-3-3：參與公民科學計畫知識與行動的轉移    28
圖2-2-4：知識轉換的五個階段    29
圖2-2-5：SECI知識轉換模式    33
圖3-1：研究架構圖    42
圖3-2-1：紮根分析程序    46
圖4-1-1：中、英文集群網路可視圖-關鍵詞權重與分佈    60
圖4-1-2：中、英文集群覆蓋可視圖    61
圖4-1-3：中、英文集群密度可視圖    62
圖4-1-4：現有公民科學主題分佈圖    63
圖4-1-5：常用社群媒體分佈圖    64
圖4-1-6：知識系統建構流程圖    67
圖4-2-1魯地圖社群貼文類別    70
圖4-2-2：魯地圖當月熱門貼文    71
圖4-2-3：魯地圖社群互動模式    72
圖4-2-4: 魯地圖圖資勘誤回報貼文舉例    73
圖5-1-1：魯地圖知識類型-編碼程序圖    77
圖5-1-2：魯地圖知識產出類型－觀點認知型    81
圖5-1-3：魯地圖知識產出類型－學說理論型    86
圖5-1-4 : 魯地圖知識產出類型－操作指南型    93
圖5-1-5 : 魯地圖知識產出類型－操作指南型    99
圖5-2-1：魯地圖社群影響力-編碼程序圖    102
圖5-2-2：營造知識共享力之編碼圖    105
圖5-2-3：建構群策群力的協作力之編碼圖    109
圖5-2-4：供予資訊整合的操作力之編碼圖    114
圖5-2-5：擴展自主性的探索力之編碼圖    118
圖5-3-1：魯地圖知識產出對社會參與影響性-編碼程序圖    121
圖5-3-2: 魯地圖成員個人的塑造    124
圖5-3-3：魯地圖促進共享共學的小組學習模式    128
圖5-3-4：魯地圖豐富社會的多元化發展    134
圖5-3-5：魯地圖產出的可持續性    140
圖6-1-1：魯地圖的知識轉移    143
圖6-1-2：魯地圖知識類型的特性    145
圖6-2-1：魯地圖社群共同價值的塑造    148
圖6-3-1：魯地圖知識產出對之影響與挑戰    150
圖6-4-1：觀點認知型與社群的共享力之連接度    155
圖6-4-2：學說理論型與社群協作力之連接度    156
圖6-4-3：操作指南型與社群的操作力之連接度    157
圖6-4-4：應用擴張型與社群的探索力之連接度    158
圖6-4-5：魯地圖社群影響力與個人技能與參與感的塑造之連接度    159
圖6-4-6：魯地圖社群影響力與促進共享共學的小組學習模式之連接度    160
圖6-4-7 魯地圖社群影響力與豐富社會多元化的發展之連接度    161
圖6-4-8 魯地圖社群影響力與社會參與的可持續性之連接度    162
圖6-4-9：魯地圖知識類型與社群的影響力和社會參與的之相互關係    163
圖7-1-1：魯地圖知識轉移分析結論關係圖    168






                                

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