科學家傳記動畫融入教學對於原住民學生動機與性別意象影響之研究

The Exploration of Effectiveness of Agitating Indigenous Students' Motivation and Their Female Images by Using Animated Scientists Biographies

10.6173/CJSE.201912_27(4).0005

陳明秀(Ming-Hsiu Mia Chen)；王子華(Tzu-Hua Wang)；李嫚珊(Man-Shan Li)

女科學家傳記 ； 多媒體教材引起動機 ； 原住民學生 ； Female Scientist Biographies ； Multimedia Motivational Teaching Materials ； Indigenous Students

科學教育學刊

27卷4期（2019 / 12 / 01）

299 - 321

繁體中文

本研究透過網路公開之「性別與科技」動畫教材，取其中原住民與漢人女科學家傳記動畫，以閱讀理解策略設計學習單與授課的提問策略，針對花蓮縣3所偏鄉小學5個班級進行為期4週的教學，探究教學中不同族群女科學家傳記動畫教材對原住民學生之動機與性別意象的影響情形。本研究採混合研究設計，研究對象為四到六年級35位原住民學生，分為「原漢組」、「漢原組」，「原漢組」先實施原住民女科學家傳記動畫教學再實施漢人女科學家傳記動畫教學，「漢原組」則相反。研究工具有二，量化使用「多媒體教材引起動機量表」，評估多媒體教材對學生動機引起之影響；而開放填答的學習單為質性資料，探究受測學生對於科學家的性別意象。研究結果發現，不同族群女科學家傳記動畫教材對於引起原住民學生動機之影響力不明顯。而一併使用原住民、漢人科學家傳記教材授課時，先使用「漢人」後使用「原住民」女科學家傳記動畫，對於偏鄉原住民學生引起動機效果較正面。而男女學生表現在不同族群教材受教順序上來看，先使用「原住民」後使用「漢人」教材對於男學生的影響較大且為負面影響。質性資料顯示，原住民學生對於科學家的性別意象上，整體學生接受女科學家傳記教材授課後較無性別刻板印象。

This study applied the use of ＂gender and technology＂ to animated instructional materials. These materials included biographies from indigenous and Han female scientists. Reading comprehension teaching strategies were used to teach these materials to indigenous students (n = 35) in five classes (grades 4 to 6) located in three Hualien County rural primary schools over a period of four weeks. Investigators explored the extent that these materials affected students' learning motivation. Student participants were divided into two groups. One group was taught indigenous female scientists first followed by material on Han female scientists material (i.e., ＂Indigenous-Han＂); the other group was taught material on Han female scientists material first followed by material on indigenous female scientists (i.e., ＂Han-Indigenous＂). The ＂Instructional Materials Motivation Survey Instrument＂ was used to collect quantitative data from students whereas worksheets were used to collect qualitative data from students. Overall quantitative analysis results suggest that ＂Han-Indigenous＂ teaching order had a greater positive motivational effect on rural indigenous students' learning than the ＂Indigenous-Han＂ teaching order. However, using ＂Indigenous＂ and then ＂Han＂ had a decreased and negative impact on male students' motivation than their female counterparts. Qualitative analysis results suggest that both male and female participants were inspired by the teaching of female scientist animated biographies instructional materials.

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