Promoting Cultural Identity and Attitude Toward Science of Indigenous and Han Chinese Students through Teaching Module of Science Fair for Indigenous Cultural Identity

• Main Authors: Pei-Yu Chen, 陳霈語
• Other Authors: Jing-Wen Lin
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/hg95uc

碩士 === 國立東華大學 === 教育與潛能開發學系 === 106 === The researcher of this study does not hold an indigenous identity; however, she insists in looking into the attitudes Indigenous and Han Chinese students have toward science and the change of cultural identity through the teaching module of science fair for indigenous cultural identity. The participating subjects in the research are composed of two Indigenous students and two Han Chinese students. Qualitative research was carried out with "IASEA Cultural Identity and Science-related Attitudes Questionnaire" and “Students' Motivation toward Science Learning (SMTSL)”. The study consists of a semi-structured interview questionnaire, individual interview data concerning subjects’ attitudes toward science and cultural identity, experiment records, everyday observations and self-reflections and suchlike; all of which was used to analyze the effects of the teaching module of science fair for indigenous cultural identity have on Indigenous and Han Chinese students’ attitudes toward science and cultural identity. The entire course in which the researcher guided students through the teaching module of science fair for indigenous cultural identity was also recorded. Results show that the junior high Han Chinese students participating in the teaching module not only accepted the scientific way of thinking and enjoyed the process of learning science but they also enhanced their self-efficacy, attained achievements and displayed their attitude toward science. As far as cultural identity is concerned, students identified themselves with their very own culture and showed respect for others’ through a curriculum uniquely designed for Indigenous integrated with elements like Indigenous community culture, environment, resources and customs and so on and so forth. Finally, upholding the principles of teaching, the participating teacher devoted time to learning with the students and triggering their scientific potential and took advantage of the opportunity to broaden their horizons.