根據調查統計，臺灣學生不喜歡數學的比例，皆高於國際平均值。而學生認為數學沒有價值的百分比，同樣高於國際平均值。臺灣學生的測驗成績好卻不喜歡數學，也對數學沒有自信，相信「考試」是造成這現象很大的影響因素。108課綱的推動，落實自然領域探究與實作課程，以提升學生對科學的推理能力與學習熱情。學習科學的管道並不侷限在學校課程，民眾可以透過接觸各式各樣的科學傳播活動或媒介進行非制式學習。本研究以國立臺灣科學教育館為研究場域，以來館觀看「玫瑰的數字」科學劇之觀眾為研究對象，採用非制式學習機構的通用學習成效模式（Generic Learning Outcomes, GLOs）設計問卷，量化分析科學劇對觀眾學習成效的探討，結果顯示本舞台劇並非只適用某族群或某特性的民眾，而是適合社會大眾。並配合觀眾對科學傳播「AEIOU」各向度之質性分析，結果顯示各向度加總次數由高至低排列依序是A（感知）、U（理解）、I（興趣）、O（看法）、E（享受）。最後，本工作也釐清符合科學育傳理論的科學劇架構，期望提供未來科學劇規劃參考使用。

According to statistical surveys, the proportion of students in Taiwan who dislike mathematics is higher than the international average. The percentage of students who believe that mathematics is “worthless” is also higher than the international average. In Taiwan, although students achieve good test scores, they profess to not like mathematics and feel no confidence in mathematics. It is believed that Taiwan’s traditional exam-based system is a major factor affecting this phenomenon. The Curriculum Guidelines of 12-Year Basic Education has been developed to emphasize exploration of natural sciences and promote practical courses which enhance students' reasoning ability and enthusiasm for science. In addition, the channels for learning science are not limited to school curricula. People can engage in informal learning through contact with various science communication activities or media. This study investigates the use of science dramas and their learning outcomes. It uses the National Taiwan Science Education Center as its research field, with participants having watched the science drama "The Number of Roses." Learning outcomes were investigated through a questionnaire that quantifies the results through the Generic Learning Outcomes (GLOs) model of informal learning. The results demonstrate that this science drama is suitable for the general public. In addition, audience learning was examined through a qualitative analysis based on the science communication paradigm "AEIOU". The findings indicate that the sum total of each dimension, ordered from high to low, are A（Awareness）＞U（Understanding）＞I（Interest）＞O（Opinion-formation）＞E（Enjoyment）. Finally, this work can further clarify the value of science dramas that conform to the theory of science edu-communication, and provide reference for future science drama planning.

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