天生科學家的專班──扎根部落的原住民族專班數理科技領域發展模式

Inspiring Born Scientists: Models of Undergraduate STEM Programs Rooted in Tribes for Indigenous Students

透過近年原住民族委員會與教育部出版之原住民族教育與原住民族大專院校學生相關調查統計數據，以及歷年原住民族專班學校、學系與名額數據，本文探討大專院校系統、留學系統以及原住民族專班，原住民族籍學生就讀之專長領域的現況。分析結果顯示原住民族的數理科技領域人才培育需要加強，尤其是「自然科學學門」、「環境保護學門」、「獸醫學門」與「數學及統計學門」。並以原住民族專班「扎根部落」的核心價值探討原住民族專班數理科技領域人才培育的意義，最後提出扎根部落的原住民族專班數理科技領域人才培育的建議學習模式，供原住民族專班數理科技領域課程發展之參考。

This study investigated graduates of the indigenous college system, the study abroad system, and indigenous undergraduate programs based on the indigenous education survey reports, survey reports on indigenous undergraduates, and profiles of undergraduate programs for indigenous students published by the Council of Indigenous People and the Ministry of Education. The investigation revealed low numbers of indigenous students in Science, Technology, Engineering and Mathematics (STEM). The shortages of students were especially severe in natural science, environment protection, veterinarian, and mathematics and statistics. Secondly, “rooted in tribes” values manifested in indigenous undergraduate programs are investigated to determine whether they foster indigenous students in STEM. Finally, a development model is proposed for undergraduate STEM Programs rooted in tribes for indigenous students.