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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

Abstracts


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。

Parallel abstracts


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.

References


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全中鯤(2000)。少數民族兒童學校教育問題探討—以花蓮縣泰雅(德魯固)族國校及學童為例(碩士論文)。國立花蓮教育大學多元文化研究所。
朱正誼(2001)。以主題式教學法來探討國中生「對科學的態度」之影響(碩士論文)。國立臺灣師範大學物理系。
江瑞珍(2006)。原住民文學附加課程對族群認同與國語文成就之行動研究:以國中三年級國文科為例(碩士論文)。慈濟大學教育研究所。
吳淑慧(2005)。原住民學童族語教育與文化認同之研究—以銅門國小實施族語教學現況為例(碩士論文)。國立東華大學族群關係與文化研究所。

Cited by


洪菁穗、吳心楷(2022)。高中科學教師對「探究與實作」課程的概念:課程特徵、挑戰、教學目標與教學活動科學教育學刊30(1),1-26。https://doi.org/10.6173/CJSE.202203_30(1).0001
陳明秀、王子華、李嫚珊(2019)。科學家傳記動畫融入教學對於原住民學生動機與性別意象影響之研究科學教育學刊27(4),299-321。https://doi.org/10.6173/CJSE.201912_27(4).0005

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