化零為整：科學學習生態系統取向之文化回應課程

本研究以「科學學習生態系統」的觀點整合博物館、大學、學校、部落(MUSIC)的資源，以「文化回應」之方法共同發展課程和進行教學。MUSIC合作模式運用高雄科學工藝博物館的非制式科學教育教學活動，與大學的科學教育研究資源，與原住民族國小的自然災害課程，並結合屏東縣原住民部落的在地資源。課程主題聚焦於對環境、自然災害和防災的認知。本研究以民族誌方式，描繪屏東縣原住民部落的社群文化，描述在部落的自然災害情境和在學校的自然災害課程，輔以研究日誌中的文字和影像紀錄，搜集的資料含有會議錄影、課程文件檔案、晤談錄影、部落踏查錄影等。結果發現：博物館、大學、學校與部落的資源可運用至科學學習生態系統，以及四者間的連結關係，透過建立的合作關係，發展和實施文化回應課程。最終以建立一套得以永續經營與推廣的合作模式為展望，使科學學習生態系統中的各項資源得以互相連結。

關鍵字

文化回應；自然災害與防治；非制式科學教育；科學學習生態系統；原住民族部落

並列摘要

This study aimed to synergize formal and informal science learning resources from museum, university, school, and indigenous community to form a ＂MUSIC science learning ecosystem.＂ The collaboration among these stakeholders was marked by customization, coordination, and connection. The four stakeholders came together to co-construct and co-teach a curriculum on natural disaster and prevention for indigenous elementary students in a remote area in Pingtung, Taiwan. The study used an ethnography to depict how the curriculum was customized by integrating indigenous culture and knowledge Data included observations notes, video and audio recordings of meetings, interviews, and teaching activities. Findings show that the framework of ＂science learning ecosystem＂ allowed multiple stakeholders to integrate resources in efficient and productive ways, to form collaborative relationships, and to co-construct a curriculum that reap benefits for all shareholders. This study provides implications on how to formulate a “science learning ecosystem” and ensure its sustainability and generalizability.