原住民小學高年級在地教育課程模組學生學習成效之評估

The Assessment of Aboriginal 5th, 6th Grade Student Learning Effectiveness in Place-Based Curriculum Modules

姚宗威(Tsung-Wei Yao) ； 蔣佳玲(Chia-Ling Chiang) ； 林淑芬(Shu-Fen Lin) ； 顏瓊芬(Chiung-Fen Yen)

《生物科學》 53卷2期 (2011/12) Pp. 1-15

https://doi.org/10.29981/CB.201112.0001

摘要

本文聚焦在討論根據在地教育理念所設計的科學教育課程模組，由原住民籍的科學教師在原住民學校實施之後，學生的學習成效。試教的課程包括在五年級實施教學的士石流模組，以及在六年級進行教學的編織模組。學生的學習成效利用紙筆資料進行評估，包括學生的概念圖、知識與情義面向的前後測資料，以及課程完成之後的成就測驗。分析方式包括詮釋法、Z檢定與答對率分析。結果發現，原住民籍學生進行這兩個模組的學習之後，知識方面已達到課程所設定的學習目標。但學生情意面向的資料收集方式，則有待改進。

關鍵字

土石流 ； 在地教育 ； 編織 ； 課程模組 ； 學習成效

並列摘要

This article focused on student learning outcomes in place-based science education curriculum modules. These modules were implementation in an aboriginal elementary school by indigenous science teacher. The fifth grade curriculum was teaching of landslides, as well as teaching in the sixth grade woven module. Student learning outcomes data using paper and pencil assessments, including students' concept maps, knowledge and sentiment by the before and after test data, another data come from achievement test after completion of the course. Analysis methods includ interpretation, Z-test analysis and the correct rate of student answers. It was found that aboriginal students enrolled in this two modules, the knowledge has reached the learning goals set by the curriculum. However, the methods for collection students' sentiment information have to be improved.

並列關鍵字

curriculum module ； debris flow ； learning effectiveness ； place-based education ； weaving