• 作者： 吳百興、吳心楷
• 作者服務機構： 國立臺灣師範大學科學教育研究所
• 中文摘要： 本研究對象為28名泰雅族學生，在六週的設計導向學習活動中，透過原住民傳統的籐編活動進行科學學習。為瞭解學生在活動中的學習狀況，資料搜集包括族群認同量表、對科學的態度量表以及質性的晤談資料。分析結果顯示活動後，在「測量」、「控制變因」與「下操作型定義」三項能力的表現都有進步，學生能主動使用測量方法增加實驗觀測的可行性，並以量化數據來進行實驗結果的比較。在對自身身分的認同與投入部落活動的意願，以中、低族群認同學生的增進達到顯著。對科學原理與學校自然課程的態度亦有提升，並以中、低科學態度學生的改變最為明顯。研究結果顯示，結合原住民文化內容以及設計導向科學的教學活動，可促進原住民學生的科學學習成效。
• 英文摘要： 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 a design-based science learning sequence could promote aboriginal students' cognitive, affective, and psychomotor learning outcomes. 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 used. A quantitative analysis of the pre- and post-tests and questionnaires was conducted through nonparametric statistics and a Wilcoxon signed ranks test in order to examine the changes of students' conceptual understandings, ethnic identity, and 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 for students with low-identity and low-attitude. 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 importance to aboriginal science education by providing an effective instructional approach to learning science that incorporates aboriginal contexts and identity considerations.
• 中文關鍵字： 科學態度、原住民科學教育、設計導向科學、族群認同
• 英文關鍵字： Attitudes toward Science, Aboriginal Science Education, Design-Based Science Learning, Ethnic Identity