Study on Learning Efficacy in the Indigenous Culture Oriented Health and Leisure Science Education in Indigenous Elementary School in Pingtung County

• Main Authors: Sun Jun Lin, 林素君
• Other Authors: Chun-feng Lin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/79307456755673457408

碩士 === 國立屏東教育大學 === 體育學系 === 99 === This study aimed to investigate the learning efficacy and the level of understanding in the culture oriented health and leisure science education curriculum in indigenous elementary schools, as a mean to develop a culture-oriented health and leisure science teaching module. The study conducted a 5-month of actual teaching in Sandi Elementary School in Sanimen Township, and Nanho Elementary School in Laiyi Township in Pingtung County. The study subjects were 18 fifth-graders from each school. Using the theory of developmental teaching aid-system (Chuang, 2003), the study recorded classroom teaching, and using methods of teaching survey, learning sheets, and interview data to understand student’s learning efficacy. At the end of the semester, a teaching review session was performed to improve teaching efficacy. The study found that the teaching material, module, and method all revealed indigenous characteristics; 1) they passed on the traditional experiences of health and leisure activities, 2) students could express and learn from the science concept from their social and geological environment, 3) students can explore the science concept from the culture oriented health and leisure activities, 4)students responded actively to the activities, 5) the tribal classroom had positive effects to the health and leisure activities, and 6) the culture oriented curriculum was easy to organize and the subjects taught were all interrelated. These had positive effects on students’ learning efficacy, learning motives, learning interests and level of participation. In students’ learning sheets, significant differences in student performance were observed based on students’ level of participation and logical thinking ability. Students’ grades and learning efficacy also showed differences before and after the implementation of the curriculum. In conclusion, the study recommended the implementation of this culture oriented science curriculum for both indigenous and non-indigenous elementary schools.