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題名 | 探究5E學習環教學模組對國小原住民學生的數理表現之行動研究=An Action Study of Promoting Elementary School Indigenous Students' Mathematics and Science Achievements with a Multicultural Teaching Module of 5E Learning Cycle |
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作 者 | 羅廷瑛; 張景媛; 王鴻哲; | 書刊名 | 市北教育學刊 |
卷期 | 56 2017.04[民106.04] |
頁次 | 頁91-123 |
分類號 | 521.22 |
關鍵詞 | 原住民學生; 5E學習環; 數理成就; 數理態度; 多元文化科學教育; Indigenous students; 5E learning cycle; Mathematics and science achievements; Mathematics and science attitude; Multicultural education; |
語文 | 中文(Chinese) |
中文摘要 | 以文化差異觀點檢視原住民學生的數理學習問題,進而提倡多元文化科學教育的重要性,是近年來的教學研究趨勢。本研究旨在發展科、原文化跨界的教學模組,引導原住民學生將兩者視為同等重要的知識來源,用以建構知識。採行動研究法,研究者帶領師培生與小學教師合作,針對學生的數理複習問題,發展及實施數理統整的5E學習環多元文化教學模組,共計12名原住民學生接受5週38小時的教學實驗,研究者蒐集研究資料進行量化統計和質性分析。 結果顯示透過教學問題的觀察、省思,並修正教學計畫的行動研究歷程,原住民學生在數理概念、數學態度和對科學的態度達顯著進步。教學省思為邀請文化資源者共同設計文化統整數理的教材、訓練高能力者成為教學助理、設計文化脈絡取向的評量,最後研究者提出相關教學與研究的建議。 |
英文摘要 | A recent trend of instruction research has been to review indigenous students’ math and science problems based on the cultural difference theory and to emphasize multicultural science education. This action study aims to develop a teaching module bridging science and indigenous cultures so that indigenous students may construct their knowledge and regard both fields as of equal importance. The pre-service teacher students were brought to work together with elementary school teachers. In order to reduce indigenous students’ math and science review problems, the teaching team developed a multicultural teaching module of 5E learning cycle, which integrated mathematic and scientific concepts with indigenous culture. Twelve subjects, who are fifth-grade indigenous students, received the teaching module in a camp that last for 38 hours over five weeks. Quantitative and qualitative data collected in the camp showed that, with the efforts of the teaching team, who observed and reflected on the teaching problems and modified the teaching plan that was on-the-mend, indigenous students’ attitudes toward mathematics and science were improved as well as their math and science concepts. Reflections by the researcher included that personnel of cultural resources be invited to collaborate teaching materials integrating indigenous culture into mathematics and science, that competent indigenous students be trained as teaching assistants, and that designing a cultural assessment. Finally, suggestions of instruction and research were offered. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。