個案都市原住民學生之西方科學本質觀探討

Exploring Urban Aboriginal Students’ Western Views about the Nature of Science

多元文化觀點提供不同族群應該可以形成各自的觀點而非只有單一主流的價值。本研究以個案背景、族群認同度去探討其西方科學本質觀。首先晤談三位高三都市原住民學生之族群認同程度，並以涵化理論的二維模式分析其在科學方面的族群認同類型，接著讓學生從對科學架構的想法圖、對科學家的意象以及認同的科學中是否涵蓋原住民科學去闡述各自的科學本質觀。結果發現：（1）受到家庭背景與強勢主流教育體系的支配，族群認同度較低、屬於同化者的個案學生，傾向具有較單一的西方科學本質觀，並蘊含了西方的思維與世界觀。（2）族群認同度較高，屬於涵化者的個案學生，傾向具有較多元的科學本質觀，認為科學應同時涵蓋西方科學和原住民科學。（3）對本身文化呈現高認同，但在科學方面卻是認同主流科學之同化者的個案學生，雖傾向不認為科學有涵蓋原住民科學，但其科學本質觀中仍蘊含了原住民的思維與世界觀。基於研究結果文末建議教師在教導都市原住民時，應加入結合原住民世界觀與原住民科學的教材，讓學生了解原住民科學的發展與知識，以加強學生對自己族群科學文化的認同感，從而培養多元文化的科學本質觀。

The aim of this study was to explore the western views about the nature of science based on the family background and the ethnic identity. Employing the two-dimensional model of acculturation theory， the study interviewed three 12th- grade urban aboriginal students about their ethnic identity differences. A semi-structured interview was also employed to find out their perception about the nature of science. The results were listed as follows: (1) the student dominated by the family background and the mainstream schooling had weaker ethnic identity， and his views about the nature of science revealed a single western view， (2) the student who had stronger ethnic identity owned multiple views about the nature of science. Both the western science and the indigenous science were included in his view of science， and (3) although the student who had strong ethnic identity in indigenous culture but not in indigenous science did not include indigenous science in his view of science， he still held some indigenous worldviews about the nature of science. Accordingly， school teachers were recommended to promote urban aboriginal students’ understanding about the nature of science and enhance their ethnic identity by teaching indigenous science.