Please use this identifier to cite or link to this item:

Title: 知識翻新活動融入達悟族大船文化課程教學之行動研究--以臺東縣蘭嶼鄉朗島國小六年級學生為例
An action research of integrating knowledge building activities into the teaching of the ship culture of Tao -- An example from a class of sixth graders in Iraraley Elementary School, Lanyu, Taitung County
Authors: 許菱雅
Shiu, Ling-Yia
Contributors: 洪煌堯
Hong, Huang-Yao
Shiu, Ling-Yia
Keywords: 知識翻新
Knowledge building
Cultural curriculum
The ship culture of Tao
Date: 2020
Issue Date: 2020-07-01 14:08:17 (UTC+8)
Abstract: 本研究旨在探討知識翻新活動融入六年級達悟族大船文化課程教學對學生的學習歷程與成就之影響。研究對象為七位台東縣蘭嶼鄉朗島國小的六年級學生;七人皆為達悟族籍。研究方法採行動研究法;教學課程設計期程為二十週,包含進行前測、教學與後測。
The purpose of this study was to explore sixth-grades’ learning processes and achievements after integrating knowledge building activities into the teaching of the ship culture of the Tao aboriginal tribe. The study participants were seven sixth-grade students of Iraraley Elementary School in Lanyu, Taitung County. All of them were from the Tao aboriginal tribe. This research adopted an action research method. The duration of the course was 20 weeks.
There were four main research questions: (1) To what extent do students identify their Tao culture before and after the course? (2) How were students working and interacting with one another in the digital learning platform through the integration of knowledge building activities into the cultural teaching? (3) How were students changing their understanding of the ship cultural knowledge through the integration of knowledge building into the cultural curriculums? And (4) How was the teacher reflecting and accordingly developing deeper understanding of innovative teaching knowledge through integrating knowledge building into her cultural teaching activities?
Data sources mainly came from: (1) semi-structured interviews; (2) online activities recorded in the digital learning platform; (3) students’ concept-mapping of their ship cultural knowledge; (4) videos made by students to introduce the Tao ship culture; and (5) teacher’s personal reflective teaching notes. Data were analyzed mainly via qualitative means.
This research intends to develop a local cultural curriculum to teach some core competencies of the 12-year basic education. Through integrating knowledge building principles into class teaching, students gradually built a more complete knowledge map of the Tao ship culture and developed some core competencies. The main findings of this study were as follows: (1) students had a strong cultural identity towards their local tribal culture, but they did not have the necessary understanding of their Tao ship cultural knowledge; (2) students were able to construct a more complete Tao ship cultural knowledge, as reflected in the concept-mapping activity, via the use of an online learning platform, and were able to perform fairly frequent online activities, produced quality questions, and analytically synthesize various ship culture ideas into different themes/categories; (3) students’ interviews, concept-mapping results and final video projects, also showed that students had reached higher levels of understanding of the Tao ship cultural knowledge; and (4) with frequent teaching reflection on some knowledge building principles, the class teacher was also able to make appropriate adjustments to her curriculum design, and accordingly enhance her innovative teaching abilities.
Reference: Chang, Y. H., & Hong, H. Y. (2011). Facilitating belief change among prospective science teachers through knowledge building. Paper presented at the annual conference of American Educational Research Association (AERA), New Orleans, LA.
Corson, D. (1999). Community-based education for indigenous cultures In S. May (Ed.),Indigenous community-based education (pp.8-19). Clevedon, UK: Multilingual Matters.
McCarty, T. L., & Watahomigie, L.J. (1999). Indigenous community-based language education in the USA In S. May (Ed.), Indigenous community-based education (pp. 79-94). Clevedon, UK: Multilingual Matters.
Harris, S. (1989). Culture Boundaries, Culture Maintenance-in-Change, and Two-Way Aboriginal Schools. The Australian Journal of Indigenous Education, 17(5), 3-19. doi:10.1017/S0310582200007069
Hong, H.-Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research and Development, 57(5), 613-627.
Huang, Y.M., Chen, M.Y.& Mo, S.S.(2015). How do we inspire people to contact aboriginal culture with Web2. 0 technology? Computers & Education, 86, 71-83.
Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. L. (2008). Principle-based design to foster adaptive use of technology for building community knowledge. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.). International. Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Vol. 1 (pp. 374-381). Utrecht, the Netherlands: International Society of the Learning Sciences, Inc.
Kanu, Y. (2005). Teachers' Perceptions of the Integration of Aboriginal Culture Into the High School Curriculum. Alberta Journal of Educational Research, 51(1), 50-68.
King, A. (1994).Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368.
Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1(1), 57–87.
Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Nakayama, H., et al. (2004). Design experiments in Japanese elementary science education with computer support for collaborative learning: hypothesis testing and collaborative construction. International Journal of Science Education, 26(10), 1199-1221.
Pan, S. L., & Yang, Q. (2010). A Survey on transfer learning. IEEE Transactions on
Knowledge and Data Engineering, 22(10), 1345-1359.
Resnick, M. (1996). Distributed Constructionism. Proceedings of the 1996 International Conference of the Learning Sciences, Northwestern University.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.
Scardamalia, M. (2004). CSILE/Knowledge Forum. In Education and Technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.
Scardamalia, M., & Bereiter, C. (2003a). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K.E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications.
Scardamalia, M., & Bereiter, C. (2003b). Knowledge building. In James, W. G.(Ed.),The Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building:Theory, pedagogy, and technology. In K.Sawyer.(Ed.),Cambridge handbook of the learning sciences. Cambridge:Cambridge Univ. Press.
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In K. McGilley (Eds.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
Stahl, G. (2007). Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups. Paper presented at the international conference on Computer-Supported Collaborative Learning (CSCL2007), Brunswick, NJ.
Strauss, A., & Corbin, J. (1990). Basic of Qualitatiove research:Grounded theory procedures and techniques. Newbury Park, CA: Sage.
Vander Ark, T. (2011).Getting Smart: How Digital Learning is Changing the World.San Francisco, CA: Jossey-Bass.
王守玉、Windsor,C. & Yate,P.(2012)。簡介紮根理論研究法。護理雜誌,59(1),91-95。
王靜華(2016)。知識翻新對國小四年級學生閱讀理解和寫作表現之影響(碩士 論文)。取自
何惠蘭(2010)。台東縣國小原住民學童族群認同與生活適應之相關研究(碩士論 文)。取自華藝線上圖書館。( DOI:10.6836/NTTU.2010.00098)
林昭元(2014)。蘭嶼達悟族民族植物知識內涵與傳統學習歷程之探討─以造舟相關知識為例(碩士論文)。取自 0.12235/103637/1/n060146004s01.pdf
陳宜美(2019)。知識翻新活動融入英語課程對國中生閱讀理解及口說能力之影響(碩士論文)。 取自
楊怡婷(2016)。電腦輔助知識翻新活動對高中生學習環境感知與英文寫作表現 之影響(碩士論文)。取自
Description: 碩士
Source URI:
Data Type: thesis
Appears in Collections:[圖書資訊學數位碩士在職專班] 學位論文

Files in This Item:

File Description SizeFormat
302301.pdf5457KbAdobe PDF79View/Open

All items in 學術集成 are protected by copyright, with all rights reserved.

社群 sharing