文化取向之科學探究融入圖畫書教學對原住民兒童作用力與反作用力、摩擦力概念學習之影響

The Study of the Culture-Based Scientific Inquiry Instruction Integrated with Picture Books to Improve Indigenous Children’s Learning of the Concepts of Action Force%2C Reaction Force and Friction

本研究以原住民文化經驗為基礎，連結科學概念，以學習環為教學架構，融入圖畫書導讀，發展「文化取向之科學探究融入圖畫書教學」，簡稱CBSII-PB，引導原住民兒童建構作用力與反作用力、摩擦力概念。以36 位排灣族兒童為對象。實驗組進行CBSII-PB，實施「力與運動」教學模組，其中「弓箭與彈弓」「檳榔葉滑行」活動為作用力與反作用力、摩擦力概念學習，控制組則僅進行圖畫書導讀。兩組均以「圖畫式科學概念晤談工具」實施前後測。研究發現：1.大班與小二推測物體移動原因，易侷限於外力、運動結果、物體、接觸面或斜面本身，因此作用力較反作用力易於理解，水平運動的摩擦力較斜面運動易於理解。2.CBSII-PB 對大班與小二的作用力與反作用力、摩擦力概念有改變效果，導讀僅有助於大班的摩擦力概念改變。3.在CBSII-PB 歷程中，大班和小二的作用力與反作用力概念漸趨正確，摩擦力概念進步幅度較小，小二概念建構較大班穩定。

This study aims to analyze how the Culture-based Scientific Inquiry Instruction Integrated into Picture Books [CBSII-PB] influences indigenous children’s learning of specific scientific concepts. The subjects are 36 Paiwan children. For the experimental group， CBSII-PB isapplied and accompanied with the “Force and movement” module.Two of these activities are focused on the concepts of action/ reaction force and friction.The control group underwent the guided reading of picture books [PB]. The graphic interview tool of science concepts is conducted as pretest and posttest. The results indicate:(1) Children of both age groups have more difficulties explaining the reaction force thanthe action force when asked to anticipate the cause of motion. They are likely to be confined to the visible force， result， object， contact surface or slope. Furthermore， they still have more difficulties understanding the slope motion than the horizontal motion aboutfriction. (2) The CBSII-PB show influence on these children’s comprehension about action force/ reaction force and friction. The PB approaches only show influence on the kindergarten children’s comprehension about friction. (3) During the process of CBSII-PB，children of both age groups gradually acquire the correct concepts of action/ reaction force.Their concept of friction does not progress as rapidly as the other concepts. Children of the second grade construct more stable conceptions.