八年級原住民學生在設計導向活動的科學學習

Aboriginal Students' Learning in a Design-Based Science Classroom

吳百興(Pai-Hsing Wu) ； 吳心楷(Hsin-Kai Wu)

《科學教育學刊》 18卷4期 (2010/08) Pp. 277-304

https://doi.org/10.6173/CJSE.2010.1804.01

摘要

本研究對象爲28名泰雅族學生，在六週的設計導向學習活動中，透過原住民傳統的籐編活動進行科學學習。爲瞭解學生在活動中的學習狀況，資料搜集包括族群認同量表、對科學的態度量表以及質性的晤談資料。分析結果顯示活動後，在「測量」、「控制變因」與「下操作型定義」三項能力的表現都有進步，學生能主動使用測量方法增加實驗觀測的可行性，並以量化數據來進行實驗結果的比較。在對自身身分的認同與投入部落活動的意願，以中、低族群認同學生的增進達到顯著。對科學原理與學校自然課程的態度亦有提升，並以中、低科學態度學生的改變最爲明顯。研究結果顯示，結合原住民文化內容以及設計導向科學的教學活動，可促進原住民學生的科學學習成效。

關鍵字

科學態度 ； 原住民科學教育 ； 設計導向科學 ； 族群認同

並列摘要

Research in aboriginal science education has suggested that science instruction should build a bridge between school science and students' life experiences. Therefore, the aim of this study is to explore how an instructional unit that integrated aboriginal rattan braiding into a design-based science learning sequence could promote aboriginal students' cognitive, affective, and psychomotor learning outcomes. This study employed a pre- and post-test design and involved one intact class of 28 eighth grade Tayal students. Multiple sources of data, including pre-and post-tests, two sets of questionnaires, and semi-structured interviews, were used. A quantitative analysis of the pre-and post-tests and questionnaires was conducted through nonparametric statistics and a Wilcoxon signed ranks test in order to examine the changes of students' conceptual understandings, ethnic identity, and attitudes toward science, before and after the instructional unit. A qualitative analysis of interviews was used to assess students' process skills. Results of this study showed that students' ethnic identity and attitudes toward science were more positive after the unit, and that the improvement was more significant for students with low-identity and low-attitude. According to students' interview responses, their process skills in measuring, controlling variables, and providing operational definitions were also promoted. To conclude, this study may be of importance to aboriginal science education by providing an effective instructional approach to learning science that incorporates aboriginal contexts and identity considerations.

並列關鍵字

Attitudes toward Science ； Aboriginal Science Education ； Design-Based Science Learning ； Ethnic Identity

參考文獻

劉若蘭、黃玉(2005)。大專原住民學生校園經驗與族群認同，心理社會發展之關係—以北部某多元族群技術學院為例。新竹教育大學學報。21，1-33。

黃志賢、林福來(2008)。利用活動理論分析臺灣泰雅族國中生的數學學習並設計教學活動。科學教育學刊。16(2)，147-169。

Aikenhead, G. S.(1996).Science education: Border crossing into the subculture of science.Studies in Science Education.27(1),1-52.

Aikenhead, G. S.(1997).Toward a first nations cross-cultural science and technology curriculum.Science Education.81(2),217-238.

Barrington, B. L.,Hendricks, B.(1988).Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades.Journal of Research in Science Teaching.25(8),679-687.