科學讀寫親子共學〜以原住民低語文成就的學童為例

A Parent-Child Scientific Reading and Writing Co-learning Program for Underachieving Aboriginal Students

本研究將原住民故事傳説結合動物的科學概念，設計學習環模 式的科學讀寫親子共學方案，以探討此教學方案對原住民語文低成 就學童在科學讀寫能力的影響及親與子對教學方案的滿意度。本研 究探混合研究法，邀請7對低語文成就的原住民親子接受每次2 小時、6次、共12小時的實驗課程，研究者蒐集智能結構學習能 力測驗的前後測分數、教學滿意度問卷分數、科學寫作作品和親子 共學觀察資料、進行描述性統計和質性分析。 研究結果顯示科學讀寫親子共學方案能助益原住民學童的科 學讀寫，但進步程度有其個別差異，原住民親子對教學方案的滿意 度為「佳」。 最後依據結論，提出建議，以提供多元文化教育研究者及教師 設計科學讀寫親子共學方案的參考。

A program for parent-child scientific reading and writing co-leaming using aboriginal traditional stories and legends was designed and a learning cycle teaching model were applied to teach students scientific concepts. In order to explore satisfaction and the impact of the teaching program on underachieving aboriginal students， 7 aboriginal parent-child pairs were invited to join the program that took about 12 hours (2 hours each time， a total of 6 times). Reports of the structure of intellect (SOI) before and after the intervention， scientific writing documents and parent-child observing data were collected. Both quantitative and qualitative analytic techniques were used in the current study. Research results show that students were satisfied with and benefited from the parent-child science co-leaming program， but the level of improvement varied from person to person. Several suggestions were proposed for multicultural_education researchers and teachers.