Abstract
Past studies have provided important insights into the relationship between science education and information and communication technologies (ICTs). However, few studies have sought to promote learning by integrating science education with indigenous culture via ICTs. Indigenous culture is a treasure of human civilization, but there is a crisis of rapid disappearance. Integrating indigenous culture into students’ science education may help them understand the scientific implications of their culture, and preserve and participate in their cultural activities. This study explores the relationships between science education and indigenous culture through the use of ICTs in the context of Taiwan’s Rukai tribe. A research process was proposed with three steps: planning, execution, and evaluation. There were 15 indigenous pre-service teachers from six tribes participating in the study. The results show that ICTs help them understand the scientific principles of their own culture, and develop practical materials and lesson plans that can be used for future teaching. It also makes them aware of the meaning and importance of their own culture.
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Funding
This study was supported in part by the Ministry of Science and Technology of Republic of China (Taiwan) (MOST109–2511-H-037–008), MOE Teaching Practice Research Program (PBM1110178) and Kaohsiung Medical University (KMU-M111016).
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Wu, WH., Kao, HY., Yan, WC. et al. The Impact of Integrating Tribal Culture and Science Education Through Information and Communication Technology. Sci & Educ 33, 347–364 (2024). https://doi.org/10.1007/s11191-022-00391-7
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DOI: https://doi.org/10.1007/s11191-022-00391-7