The Experimental Study of Cultural-based Science Picture Books Instruction on Biological Characteristics and Biological Growth of the Aboriginal Children.

• Main Authors: LI-MAN HSIAO, 蕭麗滿
• Other Authors: SHWU-CHING JIANG
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/65245493380192532417

碩士 === 國立屏東科技大學 === 幼兒保育系所 === 96 === Based on the cultural experiences of Paiwan Tribes in Taiwan, this study aims to research and develop “Biological Characteristics and Biological Growth Science Picture Books Teaching Models” among aboriginal children in kindergarten and low-grade classes by integrating the cultural experiences of aboriginal people, the concept of science, science picture books through linking the concept of science to evaluate the development of aboriginal children’s concept of science and guide them in constructing and developing the conception of biological characteristics and biological growth. We selected 32 children, 16 from a top class of kindergarten and 16 from a second grade class of elementary school in Paiwan Tribe in Taitung 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 biological characteristics and biological growth. The process of teaching for the experimental group was analyzed by percentage to explore the effects of changes of the conception of biological characteristics and biological growth. We found: 1. The Concept of Anmial (1) The Effects and Process of Changes of the Concept of Animal Characteristics From the pre-test and post-test, we could find the significant progress in the scores of the concept of animal characteristics 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”. 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 animal characteristics. 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 animal characteristics among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced. But some part of concept of animal characteristics were forward in the beginning and than downward a little. All 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 Animal Growth From the pre-test and post-test, we could find the significant progress in the scores of the concept of animal growth 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 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 animal growth. 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 animal growth among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced. But some part of concept of animal growth were forward in the beginning and than downward a little or had no changes. All children could even link analogically their cultural experiences with the scientific concepts they learned from reading the science picture books. (3) The Effects of Changes of the Concept of Animal Characteristics and Animal Growth From the pre-test and post-test, we could find the significant progress in the scores of the concept of animal characteristics and animal growth among the aboriginal 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”. It had same teaching effects on all children. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book Teaching”. 2. The Concept of Plant (1) The Effects and Process of Changes of the Concept of Plant Characteristics From the pre-test and post-test, we could find the significant progress in the scores of the concept of plant characteristics 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”. The children who had received “Introduction to Read Science Picture Book Teaching ” had no progress. 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 plant characteristics. 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 plant characteristics among both the children of the top class of the kindergarten and the second-grade children had been enhanced. But some part of concept of plant characteristics were forward in the beginning and than downward a little or had no changes. All 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 Plant Growth From the pre-test and post-test, we could find the significant progress in the scores of the concept of plant growth 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”. But the children who had received “Introduction to Read Science Picture Book Teaching ” had no progress. The teaching 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 plant growth. 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 plant growth among both the children of the top class of the kindergarten and the second-grade class of the elementary school had been enhanced. But some part of concept of plant growth had no changes. All children could even link analogically their cultural experiences with the scientific concepts they learned from reading the science picture books. (3) The Effects of Changes of the Concept of Plant Characteristics and Plant Growth From the pre-test and post-test, we could find the significant progress in the scores of the concept of plant characteristics and plant growth 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”. All 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”. 3. The Concept of Biology (1) The Effects of Changes of the Concept of Biological Characteristics From the pre-test and post-test, we could find the significant progress in the scores of the concept of biological characteristics among the children of the top class of the kindergarten who had received “Cultural-based Science Picture Books Teaching Activities” and “Introduction to Read Science Picture Book Teaching ”. But the effect of “Cultural-based Science Picture Books Teaching” was superior to “Introduction to Read Science Picture Book”. After receiving “Cultural-based Science Picture Books Teaching”, the children of the second-grade children in the scores of the concept of biological characteristics had teaching effect. But after receiving “Cultural-based Science Picture Books Teaching”, the children of the second-grade children in the scores of the concept of biological characteristics had no teaching effect. (2) The Effects of Changes of the Concept of Biological Growth From the pre-test and post-test, we could find the significant progress in the scores of the concept of biological growth 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”. All 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”. (3) The Effects of Changes of the Concept of Biological Characteristics and Biological Growth From the pre-test and post-test, we could find the significant progress in the scores of the concept of biological characteristics and biological growth 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”. All 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”. The study developed a biological characteristics and biological growth 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 aboriginal children in kindergartens and low-grade classes in elementary schools and future researches.