八年級原住民學生在設計導向活動的科學學習：以族群認同、對科學的態度、力學概念與過程技能四面向進行探討

吳百興

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八年級原住民學生在設計導向活動的科學學習：以族群認同、對科學的態度、力學概念與過程技能四面向進行探討

Aboriginal Students’ Learning in a Design-based Science Classroom:

吳百興 , Masters　　Advisor：吳心楷　　

繁體中文

原住民科學教育；族群認同；科學態度；過程技能；力學概念；設計導向科學； Aboriginal Science Education ； Ethnic Identity ； Attitudes toward Science ； Process Skills ； Mechanics ； Design-based Science Learning

Abstract │ Reference (145) │ Times Cited (4) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Research in aboriginal science education has suggested that science instruction should build a bridge between school science and students’ life experiences. Therefore, the aim of this study is to explore how an instructional unit that integrated aboriginal rattan braiding into design-based science learning could promote aboriginal students to learn in cognitive, affective, and psychomotor aspects. This study employed a pre- and post-test design and involved one intact class of 28 eighth grade Tayal students. Multiple sources of data, including pre- and post-tests, two sets of questionnaires, and semi-structured interviews, were collected. A quantitative analysis of the pre- and post-tests and questionnaires was conducted through nonparametric statistics and wilcoxon signed ranks test in order to examine the changes of students’ conceptual understandings, ethnic identity, attitudes toward science before and after the instructional unit. A qualitative analysis of interviews was used to assess students’ process skills. Results of this study showed that students’ ethnic identity and attitudes toward science were more positive after the unit, and that the improvement was more significant to students with low-identity and low-attitude. In addition, the results of data analyses suggested that students developed richer conceptual understanding of friction and combined force. According to students’ interview responses, their process skills in measuring, controlling variables, and providing operational definitions were also promoted. To conclude, this study may be of important to aboriginal science education by providing an effective instructional approach to learning science.

Reference ( 145 ) 〈TOP〉

朱正誼（2001）。以主題式教學法來探討國中生「對科學的態度」之影響。國立臺灣師範大學物理系碩士論文（未出版）。
連結：
呂枝益（1999）。國小社會科教科書中原住民內涵之分析研究。台灣師範大學教育學系碩士論文（未出版）。
連結：
李春慧（2003）。花蓮縣萬榮鄉布農族學生族群認同階段性發展之研究。慈濟大學教育研究所碩士論文（未出版）。
連結：
李暉（2000）。科學話語與科學概念的學習：以國中生裡化課學習為例。國立彰化師範大學科學教育研究所博士論文（未出版）。
連結：
李瑛（2000）。多元文化與原住民教育─教育決策倫理之探討。哲學與文化，27（4），349-361。
連結：

Times Cited (4) 〈TOP〉

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