原住民兒童天文概念之文化取向科學圖畫書教學實驗研究

The Experimental Study of Cultural-based Science Picture Books Instruction on Concept of Astronomy for the Aboriginal Children

余俐玟(Li-Wen Yu)

指導教授 ： 江淑卿

國立屏東科技大學/人文暨社會科學院/幼兒保育系所/碩士(2008年)

https://doi.org/10.6346/NPUST.2008.00032

摘要

本研究整合原住民文化經驗、科學概念、科學圖畫書，以排灣族文化經驗為基礎，連結科學概念，研發適用幼兒園和低年級原住民兒童的「天文概念科學圖畫書教學模組」。以評量原住民兒童天文概念發展，引導其建構與發展天文概念。
　　本研究採立意取樣選取屏東縣排灣族兒童39人為對象，大班幼兒20人、小二兒童19人，採三因子混合實驗設計，實驗組進行「文化取向科學圖畫書教學活動」，配合實施「檔案評量」，控制組進行「科學圖畫書導讀」。各組前後測實施「圖畫式科學概念晤談工具」。前後測以三因子混合設計變異數分析和百分比分析探討天文概念之改變效果，並將實驗組教學歷程以百分比分析，探討天文概念之改變情形。研究發現：

壹、太陽概念之改變效果與歷程
　　由前後測發現大班與小二原住民兒童接受「文化取向科學圖畫書教學」後，在太陽的概念得分有顯著進步，而接受「科學圖畫書導讀」的大班與小二原住民兒童則沒有進步。同時，大班與小二原住民兒童經過「文化取向科學圖畫書教學」與「科學圖畫書導讀」後，太陽的概念層次都能提升，但「文化取向科學圖畫書教學活動」優於「科學圖畫書導讀」。進一步由「文化取向科學圖畫書教學」歷程顯示大班與小二原住民兒童太陽的概念層次能提升。

貳、月亮概念之改變效果與歷程
　　由前後測發現大班與小二原住民兒童接受「文化取向科學圖畫書教學」後，對月亮的概念得分有顯著進步，而接受「科學圖畫書導讀」的大班與小二原住民兒童則沒有進步。同時，大班與小二原住民兒童經過「文化取向科學圖畫書教學」與「科學圖畫書導讀」後，月亮的概念層次都能提升，且「文化取向科學圖畫書教學」優於「科學圖畫書導讀」。進一步由「文化取向科學圖畫書教學」歷程顯示大班與小二原住民兒童星星的概念層次能提升。

參、星星概念之改變效果與歷程
　　由前後測發現大班與小二原住民兒童接受「文化取向科學圖畫書教學活動」與「科學圖畫書導讀」後，在星星的概念得分有顯著進步，，但「文化取向科學圖畫書教學」的效果較「科學圖畫書導讀」佳。同時，大班與小二原住民兒童經過「文化取向科學圖畫書教學活動」與「科學圖畫書導讀」後，星星的概念層次都能提升，且「文化取向科學圖畫書教學」優於「科學圖畫書導讀」。進一步由「文化取向科學圖畫書教學」歷程顯示大班與小二原住民兒童星星的概念層次能提升。

　　本研究研發具有文化、銜接、統整、彈性等特性的科學圖畫書教學天文概念模組，依據結果提出建議，以提供幼兒園與低年級原住民兒童的科學教學、評量診斷、教材編製、圖書選用之實際運用與研究參考。

關鍵字

原住民兒童 ； 文化取向科學圖畫書教學 ； 天文概念 ； 科學圖畫書導讀

並列摘要

Based on the cultural experiences of Paiwan Tribes in Taiwan, this study aims to research and develop “Concept of Astronomy Science Picture Books Teaching Models” among aboriginal children in kindergarten and low-grade classes by integrating the cultural experiences of aboriginal people, the concept of science, science picture books through linking the concept of science to evaluate the development of aboriginal children’s concept of science and guide them in constructing and developing concept of astronomy.
　　We selected 39 children, 20 from a top class of kindergarten and 19 from a second grade class of elementary school in Paiwan Tribe in Taitung County as subjects through purposive sampling method. Three-Factor Mixed Design of Experiment was adopted to implement “Cultural-based Science Picture Books Teaching Models” with “Analyses of Document” in the experimental group and “Introduction to Read Science Picture Book” in the control group. We also used “Picture-Style Conversation Tools for Scientific Concepts” in pre-test and post-test and analyses of variance of Three-Factor Mixed Design and analyses of percentage to explore the effects of changes of conception of acoustics,optics and pyrology. The process of teaching for the experimental group was analyzed by percentage to explore the effects of changes of the conception of acoustics,optics and pyrology. We found:

1. The Effects and Process of Changes of the Concept of Sun.
　　From the pre-test and post-test, we could find the significant progress in the scores of the concept of sun among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching Activities”. The children who had received “Introduction to Read Science Picture Book Teaching ” had no progress. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of sun. The effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book Teaching”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of sun among both the children of the top class of the kindergarten and the second-grade children had been enhanced.

2. The Effects and Process of Changes of the Concept of Moon.
　　From the pre-test and post-test, we could find the significant progress in the scores of the concept of moon among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching Activities”. The children who had received “Introduction to Read Science Picture Book Teaching ” had no progress. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of moon. The effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book Teaching”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of moon among both the children of the top class of the kindergarten and the second-grade children had been enhanced.

3. The Effects and Process of Changes of the Concept of star.
　　From the pre-test and post-test, we could find the significant progress in the scores of the concept of star among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching” while the children who had received “Introduction to Read Science Picture Book Teaching ” had their progress, too. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of star. The effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book Teaching”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of star among both the children of the top class of the kindergarten and the second-grade children had been enhanced.

並列關鍵字

aboriginal children ； cultural-based ； science picture books instruction ； the concept of astronomy ； introduction to read science picture books

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