[ 摘要 ]

本研究旨在探討實作教學對原住民國中三年級學生科學學習動機及學習成效之影響。採用準實驗研究法，實驗組學生共33人，以研究者自編的「竹槍製作」教材進行槓桿原理單元的教學；對照組學生共33人，以「傳統講述法」進行教學。以段曉林、靳知勤與謝祥宏所編「科學學習動機量表」及自編「學習成效測驗試題」對學生進行施測，並蒐集學生第一及第二次段考成績，做為實驗前後學習動機與學習成效之比較依據。輔以教室觀察及學生晤談，蒐集相關資料，採用獨立樣本t檢定、相依樣本t檢定及共變數分析等方式進行資料分析。藉此了解原住民學生的科學學習特色及實作教學對原住民學生科學學習動機及成效的影響。

結果發現：

一、原住民學生的科學學習特色

（一）喜歡以本身文化學習科學

（二）偏好實際操作的教學

（三）偏好具體事物或圖像的學習，不擅符號及抽象概念的形成

（四）喜歡同儕學習的方式

二、實作教學可提昇原住民學生的科學學習動機

經過實作教學後，學生在「自我效能」、「主動學習策略」、「科學學習價值」、「表現目標導向」、「成就目標」、及「學習環境誘因」等向度的學習動機，皆有顯著的提昇。顯示實作教學確實可以提昇原住民學生的科學學習動機。

三、實作教學可提昇原住民學生的科學學習成效

經過實作教學後，實驗組學生在學習成效測驗的成績及第二次段考成績皆顯著高於對照組學生。顯示實作教學確實可以增進原住民學生的科學學習成效。

四、實作教學對原住民男女學生科學學習動機之影響無顯著差異

實作教學對原住民學生科學學習動機的影響，在男女生的比較上並無明顯差異。所以在實施實作教學時，對於學生的性別可以平等對待。



建議教師的教學、教育的政策及師資的培育上，都應針對原住民學生的科學學習特色，採用融入原住民文化的實作教學。



[ 英文摘要 ]

The purpose of this study is to discuss the influence of “Hands-on Teaching” toward the science learning motivation and science learning achievements of the aboriginal grade 9 students. The research takes Experimental Research. The students in experimental group take the “Making of bamboo gun” teaching material integrated with the aboriginal culture, while the students in control group take the traditional teaching approach.

All the sample students have the pre-tests about “Science Learning Motivation Scale”. The grades of the first mid-term exam and pre-tests used to be the data of the beginning learning behavior. After teaching with different approach on experimental group and control group, we give the after-tests. Then the date is analyzed by using t-test and one-way ANCOVA.

Besides, with interview with some students of them and video-taking in class, we understand more about their science learning character, science learning motivation and science learning achievements.

The consequences of this study are as follow：

1.We find four aboriginal students’ science learning characters.

a. Aboriginal students like learning science through aboriginal culture.

b. Aboriginal students like learning through the process of operation.

c. Aboriginal students prefer learning by concrete materials and images than symbols and abstracts.

d. Aboriginal students like peers’ learning.

2.The hands-on teaching can increase aboriginal students’ science learning motivation.

3.The hands-on teaching can improve aboriginal students’ science learning achievements.

4.There is no influence on aboriginal students’ science learning motivation as to sex of students.

As the results show, incorporating the aboriginal culture and hands-on into teaching is a useful approach. Therefore, we encourage that teachers’ teaching method, the textbooks, education policy, and the teachers’ cultivating curriculum should include the “aboriginal culture and hands-on teaching”.