[ 摘要 ]

本研究引用世界觀（worldview），結合西方科學（WMS）與原住民族知識（IK）的論點，以質的方法進行布農族科學學習的研究，研究目的在於瞭解國小布農族學生的音樂世界觀；以及將布農族的知識納入既有的自然與生活科技領域課程中，布農族學生的 學習過程。

研究對象為花蓮縣某一原住民小學，其中布農族的比例近乎八成，資料收集時間為兩個多月，每週三節自然課。收集方式包括耆老的訪談、學生訪談、協同者教室觀察、非正式晤談筆記、學生課堂學習單、教學省思日誌，以及學生成績等其它文件資料的收集。資料分析係以耆老的訪談、學生訪談資料轉錄後加上教室觀察、學生學習單與教學省思日誌合併重建現場。其次將所收集到的資料依研究問題建立編碼類別，並與其他來源資料交叉比對形成初步發現，再以持續比較法由資料中完成結論。

本研究發現：布農族丹社的樂器有弓琴（Latuk）、口簧琴（Hong-hong）與木杵（DurDur），而布農族音樂的世界觀就是表達「感情」，因為這種「感情」讓布農族的音樂產生的生命力，但是學生音樂的世界觀與年長的布農族人相較之下，顯示出布農族學生音樂的世界觀可能只是一種成長中的觀點，因此研究發現布農族學生音樂的世界觀是一種未定型的觀點。研究也發現IK結合WMS讓原住民學生的科學學習有更大的幫助。最後發現布農族文化的流失原因為政府強力的推動國語政策影響、外來文化的影響與原住民族家庭缺少傳統文化的教導。

[ 英文摘要 ]

The research introduces worldview in combination with western modern science (WMS) and indigenous knowledge (IK) in the progress to qualitative study Bunun’s scientific learning. The research intends to disclose elementary Bunun students’ worldview of music and to integrate Bunun knowledge into existing science class and the learning process of Bunun students.

The context of study is one of the aboriginal schools, where 80% of the students are Bunun, in Hualien County. Data collection method includes interviews with elders and students, class observations, informal interview notes, studying list for students, teaching reflective journal and students’ grades, all of which takes place during science class for two months. The collected data is classified and sorted according to the research topic, and cross-compare with data from other sources to reach preliminary findings. Finally, constant comparative method is used to draw conclusions.

The research finds that the traditionally musical instruments of Bunun consist of Latuk, Hong-hong and DurDur. The Bunun’s worldview of music is to express “emotions” because “emotions” stimulate Bunun music. Bunun student’s worldview of music, however, might be just a developing viewpoint, compared to that of adult’s, thus a premature viewpoint. The research also finds that the combination of IK and WMS greatly helps Bunun students learn Science. Last but not the least, the diminishing of Bunun culture mainly results from mandatory Mandarin policy imposed by the government, foreign cultural influences, and the lack of traditional guidance from the aboriginal families themselves.