Fragrant Bamboo: The Constructivist Inquiry-based Science Project Curriculum Implementing Place-based Education for Preschool Children in Taiwan Tayal Indigenous Tribe
Fragrant Bamboo: The Constructivist Inquiry-based Science Project Curriculum Implementing Place-based Education for Preschool Children in Taiwan Tayal Indigenous Tribe
- The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
- Asia-Pacific journal of research in early childhood education
- Vol.4 No.2
- : SCOPUS, KCI등재
- 2010.01
- 99 - 126 (28 pages)
The collaborative teaching research was conducted in northern Taiwan’s Tayal indigenous tribe to practice a constructivist inquiry-based science project curriculum implementing place-based education for kindergarten children. Research participants included 2 classroom teachers and 15 young children. Entering the natural tribal context, the researcher collected data through field observations, interviews, and other documentation. Qualitative method was adopted to analyze research data. A bamboo project was implemented relating to children’s life experiences. Research findings reveal: (1) teachers and children managed to co-construct a science project curriculum based on local resources and Tayal traditional knowledge (2) children developed basic scientific concepts and knowledge about natural plants through the inquiry-based project curriculum and (3) teachers regarded their roles as being colearners with children and realized the importance of children’s active involvement in the constructivist inquiry-based teaching. The result can help to improve science teaching/learning for indigenous children by utilizing environmental resources as well as traditional knowledge in future education.
Background
Research Purpose
Method
Research Findings
Conclusion
Acknowledgement
References