Developing the Kindergarten Children’s Scientific Competencies Based on Paiwan Culture

• Main Authors: Lin, En-Hui, 林恩惠
• Other Authors: 熊同鑫
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/39546423420736223228

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 101 === The purpose of this study was to integrate Paiwan culture and scientific concepts into thematic teaching and use action research approach to develop appropriate teaching strategies through observation of teacher-student interactions and modification of the course that could help improve students’ knowledge of Paiwan culture and science and also promote professional growth of teachers. The research participants were 13 students currently studying in the middle class or senior class of a kindergarten within an elementary school in East Taiwan. 10 of them came from Paiwan tribe. The main findings were as follows: 1. In this action research on developing the scientific competences in children based on Paiwan culture, science courses based on the life experiences of young children were developed. Through discussion, observation, exploration, experimentation, and adequate guidance, the participants could effectively acquire knowledge related to Paiwan culture. Moreover, due to the integration of culture and science, a set of life sciences courses could be developed. 2. This action research helped increase the students’ understanding of the mythology and historical relics of Paiwan tribe and their ability to actively explore in the learning process. 3. This action research led the young children to observe, explore, ask, and think actively and increased their understanding of scientific procedures, scientific knowledge, and scientific attitude. 4. In this action research, the teacher used the culturally responsive teaching strategy to integrate multi-cultural knowledge, data, and materials into the present sciences courses. This process also helped improve the teacher’s knowledge and practice of multi-cultural teaching. Keywords: culturally responsive teaching, scientific competences, action research