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題名：多元文化探究教學模組實施國小學生數理成就及文化學習之行動研究
書刊名：人文社會學報. 國立臺灣科技大學
作者：羅延瑛
作者(外文)：Lo, Ting-ying
出版日期：2015
卷期：11:4
頁次：頁307-335
主題關鍵詞：行動研究；文化學習；探究教學；數理成就；多元文化教育；Action research；Culture learning；Inquired teaching；Mathematics and science achievement；Multicultural education
原始連結：連回原系統網址new window
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本研究採行動研究法，以國小三年級一班23位學生為研究對象，設計原住民傳說結合數理概念之多元文化探究教學模組，探究對學生的數理成就及文化學習的改變情形。教學團隊進行每週4節課、共7週的教學模組，蒐集數理成就測驗、文化學習量表、課堂對話、教學省思日誌及師生教學回饋之質量化資料，進行分析。結果顯示學生接受此教學模組，在數理成就、族群認同及文化欣賞，有顯著進步。教學團隊的專業成長分別為肯定原住民文化可成為數理教學的資源、探究教學須包含發明與發現的歷程；以及多元文化教學，可兼顧族群認同和文化欣賞。
Action research was applied to this study. The subjects were one third grade class of an elementary school, totaling 23 students. The multicultural education that integrated an inquiry teaching model that incorporates indigenous legends with mathematics and science concepts was designed to explore the students' mathematics and science achievements and cultural learning. The teaching team implemented the teaching model in 4 class sessions per week for a total of 7 weeks. The qualitative and quantitative data were collected from mathematics and science achievement tests, culture learning scale, class dialogues, teaching reflection journals, and teaching feedback of teachers and students. The results showed that the mathematics and science achievement, ethnic identity, and cultural appreciation of the students significantly improved. The professional growth of the teaching team included: confirming that indigenous culture can serve as a teaching resource in mathematics and science subjects, verifying that inquiring teaching should include the processes of both invention and discovery, and discovering that multicultural teaching should include both ethnic identity and cultural appreciation.
期刊論文
1.鄭燿男、陳怡靖(20061200)。族群差異的研究：原住民與非原住民國小學生的數學解題表現。華醫學報，25，35-61。  延伸查詢new window
2.Gay, G.(2002)。Culturally Responsive Teaching in Special Education for Ethnically Diverse Students: Setting the Stage。International Journal of Qualitative Studies in Education，15(6)，613-629。  new window
3.吳明隆、林慶信(2004)。原漢學童學習行爲與學業成就之族群、性格因素的比較研究。國立高雄師範大學高雄師大學報，17，37-55。new window  延伸查詢new window
4.吳歆嬫(20120600)。科大學生對通識選修課「多元文化繪本導讀與欣賞」之學習經驗調查。止善，12，89-110。new window  延伸查詢new window
5.徐超聖、李佳芬(2012)。國小高年級客家學童客家語學習與族群認同之相關研究-以新竹縣關西地區爲例。嘉大教育研究學刊，28，73-100。new window  延伸查詢new window
6.陳珮珊、秦爾聰(20130800)。數學探究教學對國中七年級學生數學素養影響之研究。科學教育，361，37-49。  延伸查詢new window
7.楊子瑩、高千惠、林凱胤、余安順、楊秀停、王國華(2011)。用網路資源進行5E探究教學之行動研究--以七年級生物單元教學爲例。科學教育月刊，336，2-16。  延伸查詢new window
8.Condron, D. J.、Daniel, T.、Christina, R. S.、Kendralin, J. F.(2013)。Racial segregation and the racial segregation and the black/white achievement gap, 1999 to 2009。The Sociological Quarterly，54(1)，130-157。  new window
9.Dembrow, M.、Molldrem-Shamel, J.(1997)。Thinking about teaching through inquiry。Reading Teacher，57(2)，162-165。  new window
10.Elster, D.、Barendziak, T.、Haskamp, F.(2014)。Raising standards through iquire in pre-service teacher education。Science Education International，25(1)，29-39。  new window
11.Golding, C.(2013)。The teacher as guide; a conception of the inquiry teacher。Educational Philosophy and Theory，45(1)，91-110。  new window
12.Lee, O.(2003)。Equity for Culturally and Linguistically Diverse Students in Science Education: A Research Agenda。Teacher College Record，105(3)，465-489。  new window
13.Graham, J.、Hodgson, T.(2008)。Speaking Math; Using Chat in the Multicultural Math Classroom。Learning and Leading with Technology，35(5)，24-27。  new window
14.Hall, R. W.(2007)。A course in multicultural mathematics。Primus，17(3)，209-227。  new window
15.Jessi, L.、Smith, J. L.、Cech, E.、Metz, A.、Huntoon, M.、Moyer, M.(2014)。Giving back or giving up: native American student experiences in science and engineering。Cultural Diversity and Ethnic Minority Psychology，20(3)，413-429。  new window
16.McHenry, N.、Alvare, B.、Bowes, K.、Childs, A.(2013)。Sharing the Environment: Cultural Exchange through Inquiry-Based Environmental Education in Trinidad and Tobago (T & T) and the United States。International Journal of Environmental & Science Education，8(2)，381-400。  new window
17.Sever, D.、Güven, M.(2014)。Effect of inquiry-based learning approach on student resistance in a science and technology course。Educational Sciences: Theory & Practice，14(4)，1601-1605。  new window
18.Stathopoulou, C.、Kalabasis, T. F.(2006)。Language and culture in mathematics education: reflections on observing a Romany class in a Greek school。Educational Studies in Mathematics，64，231-238。  new window
19.Thakkar, U.、Bruce, B. C.、Hogan, M. P.、Williamson, J.(2001)。Extending literacy through participation in new technologies。Journal of Adolescent & Adult Literacy，45(3)，212-219。  new window
20.Tine, M.、Gotlieb, R.(2013)。Gender, race, and income-based stereotype threat: the effects of multiple stigmatized aspects of identity on math performance and working memory function。Social Psychological Education，16(3)，353-376。  new window
21.陳均伊(20100600)。教師專業成長之個案研究：一位國中自然教師探究教學觀點的轉變。教育科學研究期刊，55(2)，233-264。new window  延伸查詢new window
22.陳美如(20010800)。合作探究教學觀察：多元文化觀點。教育研究資訊，9(4)，43-65+a10。new window  延伸查詢new window
23.蔡淑君、段曉林(20041200)。論科學與數學之統整。科學教育，275，6-19。  延伸查詢new window
24.Aikenhead, Glen S.(2001)。Integrating Western and Aboriginal sciences: Cross-cultural science teaching。Research in Science Education，31(3)，337-355。  new window
25.Bibens, R. F.(2001)。Using inquiry effectively。Theory into Practice，19(2)，87-92。  new window
26.Rickard, A.(2010)。Analysis of a culturally based sixth grade mathematics module: addressing multicultural education in school mathematics。National Forum of Multicultural Issues Journal，7(1)，1-12。  new window
27.Tajfel, H.(1982)。Social psychology of inter-group relations。Annual Review of Psychology，33，1-39。  new window
28.譚光鼎(19970500)。原住民教育的理念。原住民教育季刊，6，36-44。  延伸查詢new window
29.Davison, D. M.、Miller, K. W.、Metheny, D. L.(1995)。What does integration of science and mathematics really mean?。School Science and Mathematics，95(5)，226-230。  new window
30.傅麗玉(19990300)。從世界觀探討臺灣原住民中小學科學教育。科學教育學刊，7(1)，71-90。new window  延伸查詢new window
31.盧秀琴、洪榮昭、蔡春微(20080800)。"5 Why"鷹架式提問提升國小學生學習成就與科學探究學習能力之研究--以「如何做麵包？」教學模組為例。科學教育學刊，16(4)，395-413。new window  延伸查詢new window
32.陳麗華(19990700)。臺北市阿美族學童族群認同發展之研究。國家科學委員會研究彙刊. 人文及社會科學，9(3)，423-447。  延伸查詢new window
會議論文
1.林雅雯、張靜嚳(2006)。國一數學探究教學之行動研究。中華民國第22屆科學教育學術研討會。國立臺灣師範大學。  延伸查詢new window
2.熊同鑫(2009)。融入阿美族文化之國小一年級數學教學研究。中華民國第25屆科學教育學術研討會。臺北：國立臺灣師範大學。1-25。  延伸查詢new window
3.簡淑眞、熊召弟、陳淑芳(2009)。地方本位教育中的原住民幼兒科學教育之實踐：以泰雅部落幼兒探究織布相關經驗爲例。中華民國第25屆科學教育學術研討會。臺東大學。  延伸查詢new window
4.陳枝烈(1997)。原住民兒童族群認同與文化認知之探討。原住民教育學術研討會，屏東師範學院原住民教育研究中心 。國立屏東師範學院。1-21。  延伸查詢new window
研究報告
1.劉美慧(2009)。運用多元文化教材提升學童多元文化素養之成效研究-以臺北縣溪洲國小爲例。  延伸查詢new window
學位論文
1.凌平(2001)。原住民國小學童族群認同與生活適應之相關研究--以屏東地區為例(碩士論文)。屏東師範學院。  延伸查詢new window
圖書
1.Bybee, R. W.、Taylor, J. A.、Gardner, A.、Scotter, P. V.、Powell, J. C.、Westbrook, A.(2006)。The BSCS 5E instructional model: Origins, effectiveness, and applications。Colorado Springs, CO：BSCS。  new window
2.Gollnick, D. M.、Chinn, P. C.(1998)。Multicultural Education in a Pluralistic Society。Columbia, Ohio。  new window
3.Nelson, D. G.、Joseph, G.、Williams, J.(1993)。Multicultural mathematics: teaching mathematics from a global perspective。New York：Oxford University Press。  new window
4.Splitter, L.、Sharp, A. M.(1995)。Teaching for better thinking。Melbourne：ACER。  new window
5.Rickard, A.、Lipka, J.(2007)。A guide to effectively using math in a cultural context: Your instruction manual for MCC - Draft Edition。Calgary, Alberta, Canada：Detselig Enterprises。  new window
6.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
7.Banks, J. A.(1988)。Multiethnic education: Theory and Practice。Boston：Allyn and Bacon。  new window
8.廖風德(1990)。清代之噶瑪蘭。臺北：正中書局。  延伸查詢new window
9.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
單篇論文
1.Kariuki, C.(2009)。Professional development for 21st century teachers: Effective classroom management，https://eric.ed.gov/?id=ED505988，(ED 505988)。  new window
其他
1.劉美慧(2003)。文化回應教學：理論、研究與實踐，http://erac.ndhu.edu.tw/wwwierac/information/exper/newmain.htm。  延伸查詢new window
2.范方凌(2009)。阿美族的海祭傳說，http://kids.nmmba.gov.tw/story/show_media/13。  延伸查詢new window
3.原住民族委員會(2012)。噶瑪蘭族的冬瓜美人、Truku族的巨人傳說，http://www.apc.gov.tw/portal/kids/tale/tale.htm。  延伸查詢new window
4.教育部(2003)。92年課程綱要-數學學習領域與自然與生活科技學習領域，http://teach.eje.edu.tw/9CC2/9cc_92.php。  延伸查詢new window
5.潘江衛(2007)。北投古早人--凱達格蘭族人，sheliaoislandstory.blogspot.com/2007/11/blog-post_3029.html。  延伸查詢new window
6.American Association for the Advancement of Science(1993)。Benchmarks，http://www.project2061.org/publications/bsl/online/index.php?chapter-2#C0。  new window
圖書論文
1.Aboub, F. E.(1987)。The development of ethnic self-identification and attitude。Children's ethnic socialization: pluralism and development。Newbury Park, CA：Sage。  new window
2.Driver, R.、Asoko, H.、Leach, J.、Mortimer, E.、Scott, P.(1998)。Constructing scientific knowledge in the classroom。Learning relationships in the classroom。London; New York：Routledge in association with the Open University。  new window
3.Lee, O.、Fradd, S. H.(2001)。instructional congruence to promote science learning and literacy development for linguistically diverse students。Models for science teacher preparation: Bridging the gap between research and practice。Dordrecht, the Netherlands：Kluwer。  new window
4.Nelson, Leonard(2004)。The Socratic method。Enquiring minds: Socratic dialogue in education。Sterling：Trentham Books。  new window
5.簡成熙(2000)。多元文化教育的論證、爭議與實踐：從自由主義與社群主義論起。文化、多元文化與教育。臺北：五南。new window  延伸查詢new window
 
 
 
 
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