| Summary: | 碩士 === 靜宜大學 === 生態學研究所 === 97 === Indigene students face serious difficulties in learning science as a result of cultural differences. Researchers have pointed out that place-based teaching can promote student participation and willingness to continue learning in this style in the area of natural sciences, and that this in particular addresses Indigene people who are strongly rooted in their sentiments towards local place and culture. Based upon principles of place-based education, we developed a teaching module on weaving and took it through a trial run. The strengths of the students and the obstacles we discovered in implementing the teaching module among rural tribes was documented, also ways to lessen the difficulties Indigene students face in learning science was suggested. The use of team-teaching methods involving both teachers and elders during the teaching process can act as a reference for Indigene education in the future. As a whole, integrating traditional culture into the teaching module can promote student interest in learning science while its kinesthetic processes allow students to apply their life experiences towards their scientific learning. Taking part in the teaching module promoted the students’ understanding of their own culture, even if a portion of the students were unable to indicate whether their own lives provided examples of scientific knowledge. Putting students through this kind of education will likely encourage them to value their own culture more highly, and this is why we suggest designing a form of education that takes Indigene knowledge to be its central concern. Such an education will promote greater student identification with their own culture.
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