Placed-based Indigenous Education for Sustainable Development: The Case of a Rukai Elementary School

• Main Authors: Wei-Ting Li, 李偉廷
• Other Authors: Paichi Pat Shein
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/k6gzts

碩士 === 國立中山大學 === 教育研究所 === 107 === The purpose of this two-year study is to develop and implement a placed-based education for sustainable development curriculum and assessment based on the traditional ecological knowledge of the Rukai people. The fifth-grade elementary school students as the main subjects, this study conducted two areas of data collection and analysis. 1) In the integration model of curriculum and assessment, action research and content analysis methods were adopted. The findings showed that the curriculum and teaching are inseparable. And the development and implementation of the curriculum underwent a dynamic and repetitive process, rather than a singular and linear one. 2) In terms of student learning outcomes, case study method was adopted to collect and analyze three fifth-graders’ classroom performance, assignments and interviews. The findings show that although the students’ starting point was quite different, after the course, there is a clear improvement in their sense of place and concepts of sustainable development. To implement a place-based education for sustainable development, it is recommended to collaborate with local school teachers, investigate and infuse local traditional ecological knowledge into the curriculum, integrate curriculum and assessment, for positive student learning outcomes.