國小原住民學童數理科學創新教學活動之行動研究

Action Study of Implementing Integrating Math and Science Creative Instruction of Sixth Grade Aboriginal Students

本研究以花蓮富裕國小六年級原住民學童為研究對象，透過行動研究，依據建構理論，設計一套原住民學童適用的數理科學創新教學活動，藉以探討此創新教學對原住民學童數理科學成就及態度的學習成效，並提出行動研究之省思，以作為相關研究或教學的參考。 研究者先以原住民文化習俗或傳說來引起原住民學習動機，再結合卡通節目來佈題，引導學童進行數理科學解題活動，再以多元評量方式來評鑑學童數理科學成就及態度學習成效。研究者蒐集數學童的數理科學成就測驗、態度量表、教學日誌、觀察日誌及省思日誌，使用統計法及質性資料分析，獲得研究結果。 本研究發現數理科學教學創新活動顯著提升原住民學童的數理科學成就，但有效提升數學態度及科學態度。 依據上述的發現，提出原民學童學習相關研究或教學的建議。

In this study， participants were the sixth grade aboriginal students at Fu-Wu Elementary School in Hualien. According to construction theory， the researchers designed creative teaching activities， integrating math and science， to investigate the effects of mathematical and scientific learning and attitude in aboriginal students. Based on reflection and suggestions of action research， the researchers provided implications to practitioners or teachers. The researchers introduced the cultural ritual and fairy tale to create interest in the children， then designed problem-solving activities that involved cartoon programs， and implemented multi-evaluation to inquire into the effects of learning and attitudes in math and science. The researchers gathered quantitative data， including math and science achievement tests， scientific attitudes scale， and qualitative data including observation， instruction and reflection journals， to implement data analyses. The researchers found teaching activities did not improve the aboriginal children's math and science learning achievements， but were able to enhance their math attitude and scientific attitude. Based on the results， suggestions and reflection will be proposed to educators and researchers in related fields.