| Summary: | 碩士 === 國立屏東科技大學 === 幼兒保育系所 === 95 === Abstract:
Based on the cultural experiences of Paiwan Tribes in Taiwan, this study aims to research and develop “Force and Motion Science Picture Books Teaching Models” among indigenous children in kindergarten and low-grade classes by integrating the cultural experiences of indigenous people, the concept of science, science picture books through linking the concept of science to evaluate the development of indigenous children’s concept of science and guide them in constructing and developing force and motion conception.
We selected 36 children, 18 from a top class of kindergarten and 18 from a second grade class of elementary school in Paiwan Tribe in Pingtung County as subjects through purposive sampling method. Three-Factor Mixed Design of Experiment was adopted to implement “Cultural-based Science Picture Books Teaching Models” with “Analyses of Document” in the experimental group and “Introduction to Read Science Picture Book” in the control group. We also used “Picture-Style Conversation Tools for Scientific Concepts” in pre-test and post-test and analyses of variance of Three-Factor
Mixed Design and analyses of percentage to explore the effects of changes of conception of force and motion. The process of teaching for the experimental group was analyzed by percentage to explore the effects of changes of the conception of force and motion. We found:
1. The Effects and Process of Changes of the Concept of Gravity
From the pre-test and post-test, we could find the significant progress in the scores of the concept of gravity among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching Activities” while the children who had received “Introduction to Read Science Picture Book Teaching ” had their progress too. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of gravity and, again, the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of gravity among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced. The second-grade children could even link analogically their cultural experiences with the scientific concepts they learned from reading the science picture books.
2. The Effects and Process of Changes of the Concept of Force and
Reaction Force
From the pre-test and post-test, we could find the significant progress in the scores of the concept of force and reaction force among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching” while the children who had received “Introduction to Read Science Picture Book Teaching ” had no progress. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of force and reaction force and, again, the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book Teaching”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of force and reaction force among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced and could even link analogically their cultural experiences with the scientific concepts they learned from reading the science picture books, but the second-grade children was superior to the children from the top class of the kindergarten.
3. The Effects and Process of Changes of the Concept of Friction and Ramp
From the pre-test and post-test, we could find the significant progress in the scores of the concept of friction and ramp among the indigenous children of the top class of the kindergarten who had received “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching ” while “Cultural-based Science Picture Books Teaching” had teaching effects on the second-grade children and “Introduction to Read Science Picture Book Teaching ” had not. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of friction and Ramp and, again, the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book Teaching”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of friction and ramp among all of the children had been enhanced and could even link analogically their cultural experiences with the scientific concepts they learned from reading the science picture books.
4. The Effects and Process of Changes of the Concept of Centre of gravity and Balance
From the pre-test and post-test, we could find the significant progress in the scores of the concept of centre of gravity and balance among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching Activities” while the children who had received “Introduction to Read Science Picture Book Teaching ” had their progress too. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of centre of gravity and balance and, again, the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of centre of gravity and balance among both the children of the top class of the kindergarten. The second-grade children could even link analogically their cultural experiences with the scientific concepts they learned from reading the science picture books.
5. The Effects and Process of Changes of the Concept of Lever and Torque
From the pre-test and post-test, we could find the significant progress in the scores of the concept of lever and torque among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching Activities” while the children who had received “Introduction to Read Science Picture Book Teaching ” had their progress too. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of lever and torque and, again, the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of lever and torque among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced and the development of level of conception among the second-grade children was superior to the children from the top class of the kindergarten and more stable.
6. The Effects and Process of Changes of the Concept of Pendulum
From the pre-test and post-test, we could find the significant progress in the scores of the concept of pendulum among the children of the top class of the kindergarten and the second-grade class of the elementary school who had received “Cultural-based Science Picture Books Teaching Activities” while the children who had received “Introduction to Read Science Picture Book Teaching ” had their progress too. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Meanwhile, after receiving “Cultural-based Science Picture Books Teaching” and “Introduction to Read Science Picture Book Teaching’, all of the children had enhanced their level of the concept of pendulum and, again, the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. Furthermore, we found in the process of “Cultural-based Science Picture Books Teaching” that the level of the concept of pendulum among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced and the development of level of conception among the second-grade children was superior to the children from the top class of the kindergarten and more stable.
The study developed a force and motion teaching model by science picture books featuring culture, linkage, unified reorganization and flexibility. Based on the results, we provided our recommendations for reference in the practical uses such as science teaching, evaluation and diagnoses, books selection for indigenous children in kindergartens and low-grade classes in elementary schools and future researches.
Keywords：cultural-based science picture books instruction, indigenous children, the concept of force and motion, introduction to read science picture books.
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