台灣多元文化科學教育與地方本位教育之研究探討

A Review for Studies about Multicultural Science Education and Place-Based Education in Taiwan

洪銘國(Ming-Kuo Hung)

《台灣教育研究期刊》 1卷4期 (2020/07) Pp. 153-167

摘要

這篇文章是針對台灣多元文化教育文獻之探討，劃定在多元文化科學教育和地方本位教育等研究次領域，文中發現台灣多元文化科學教育的研究取向大致可分為兩類，一是以主流漢人研究者觀點投入，用心理解原住民學生的學習成效，二是嘗試建構原住民族群知識，此兩類研究觀點互相交錯，互有褒貶，關聯度較高；地方本位教育研究亦可分為兩類，一是教育理念釐清並於教育現場轉化之思想研究，另一類是運用特定教學法於偏鄉學校中的實徵研究，因地方本位教育理念含括領域廣，彼此獨立相異性就較高。至於多元文化科學教育和地方本位教育兩者之關連，在理念方面所談論的關注點近似，然而實徵性的研究連結則有待後續研究加以創發。

關鍵字

多元文化教育 ； 多元文化科學教育 ； 地方本位教育

並列摘要

This article reviewed literature about Multicultural Science Education and Place-Based Education in Taiwan. Two aspects of research interest are in these two sub-research field. Multicultural Science Education contains constructing Indigenous Knowledge and understanding learning difficulties of indigenous students. The connection and critique to each other in these two aspects are apparent. Two aspects as well, Place-Based Education includes educational theory instruction and application in educational practices with innovated teaching methods. Since the distinction of the concepts are still in development, the research in Taiwan about these two aspects are noticeably independent and not closely connected. From the review, the concepts and interests in education are related in Multicultural Science Education and Place-Based Education. However, the empirical research in Taiwan about the connection can still be expected.

並列關鍵字

multicultural education ； multicultural science education ； place-based education