地方本位課程中原住民學生學習投入之研究

A Study of Indigenous Student Engagement in Place-Based Education

姚宗威(Tsung-Wei Yao)

指導教授 ： 王國華 ； 顏瓊芬

國立彰化師範大學/理學院/科學教育研究所/博士(2017年)

摘要

本研究透過現象學及微觀人種誌學（話語分析）的取向，探究在4個原住民地方本位教育(Place-Based Education, PBE)科學學習課程模組中，原住民學生所展現的學習特徵、所獲得的學習成效、影響原住民學生學習投入的因素，以及對原住民學生族群認同的影響。
參與研究的有2所位於台灣中部的原住民國小，每校2班，共48位五年級與六年級的原住民學生，包括泰雅族、布農族及賽德克族。4個PBE科學學習課程模組的教學主題，分別為土石流、編織、植物面面觀與生物多樣性。
研究結果顯示，原住民學生在PBE課程模組中所展現的學習特徵，包括樂於參與實作課程，而且具有「森巴舞學校」的學習社群特徵。這兩項特徵，都對原住民學生具有促進學習投入的效果。3個模組的前後測統計分析中，有2個模組顯示學生具有顯著的進步，1個模組的前後測差異為不顯著。但佐以概念圖的分析及原住民教師的評估，認為原住民學生可以透過PBE課程模組的學習，獲得正向的學習成效。
影響原住民學生學習投入的因素，包括受到教具或耆老所提供地方元素或原住民知識(Indigenous Knowledge, IK)的正向促進，而耆老本身也是促進學生學習投入的因素。授課的原住民籍教師，也會因為同學提出的涉及IK的發問，而改變上課焦點，引導同學深入討論。原住民籍教師具有涵化者(acculturative)的雙認同取向，並且對PBE課程模組中的IK具有正向情感。因而在實踐PBE課程時，可以扮演稱職的文化導遊，成為促進原住民學生學習投入的關鍵因素，提供了協助原住民學生順利跨越IK及西方現代科學(Western Modern Science, WMS)兩個不同世界觀的背景條件。
透過晤談，推測因為原住民學生在實踐課程之前，就已經具有高度的族群認同狀態，所以在實踐PBE課程前後，學生的族群認同狀態改變的程度，無法得到統計上的顯著差異。

關鍵字

地方本位教育 ； 科學學習課程模組 ； 原住民學生 ； 族群認同 ； 現象學 ； 微觀人種誌學 ； 學習投入

並列摘要

Through the orientation of phenomenology and micro-ethnographic (discourse analysis), this study explores indigenous students' learning in four indigenous Place-Based Education (PBE) science learning modules. With the modules, we found the features of the indigenous students' learning, the learning outcomes, the factors of affecting student engagement, and the impact of indigenous students’ ethnic identity.
In the study were two indigenous schools in the middle of Taiwan, each with two classes. There were 48 indigenous fifth and sixth graders, including the Atayal, Bunun and Sediq. The teaching themes of the four PBE modules were about landslide, weaving, botanic and biological diversity.
The findings showed that the learning characteristics of the indigenous students in the PBE module included the willingness to participate in the practical curriculum and the “Samba School” learning community, both of which enhanced the indigenous student engagement. In the three modules pretest-posttest statistical analysis, two of the modules showed that students made significant progress, and one of them was not significant. However, with the analysis of the concept map and the assessment of the indigenous teacher, we found that the indigenous students could learn through the PBE curriculum module to obtain positive learning results.
The factors that affected indigenous students' learning input included the local elements of teaching aids or Indigenous Knowledge (IK) provided by the elderly and even the elderly themselves as well. Indigenous teacher changed the focus in class owing to the questions related to IK raised by the students and guided the students to the in-depth discussion. The indigenous teacher possessed the acculturative dual cultural identity and the positive emotion in the IK of the PBE module. Thus, in the practice of the PBE, the teacher can played the competent cultural guide, became the key factors of enhancing the indigenous student engagement and provided the basic conditions of the indigenous students to cross the boundary of IK and Western Modern Science (WMS).
Through the interview, it assumed that the indigenous students had a high degree of ethnic identity before the course. Therefore, there was no significant difference existed in ethnic identity survey between the before and after the PBE course.

並列關鍵字

ethnic identity ； indigenous students ； micro-ethnography ； Phenomenology ； Place-based education ； science learning modules ； student engagement

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