Integrating Culture and Science Inquiry Learning for Taiwan's Urban Indigenous Youth

• In Event: AERA Poster Session Saturday 9:45 am
  In Poster Session: Learning Together: Collaboration, Teaching Strategies, and Identity in Classroom and Community Contexts

Abstract

This study develops and evaluates a learning model integrating cultural inquiry and scientific methods to enhance learning outcomes for urban Indigenous Taiwanese high school students. The core tenet guides students to construct cultural knowledge by engaging with their ancestral roots through interdisciplinary observation, questioning, practical application, and interpretation. Employing a qualitative participatory research approach, the research team comprised students, teachers, parents, tribal elders, and researchers. Data collection primarily involved observation, interviews, and document analysis. Results indicate this culture-science integrated inquiry-based learning significantly helps students overcome cultural alienation, strengthen cultural identity, and foster the ability to think critically and scientifically within cultural contexts. The study also addresses implementation challenges and proposes practical recommendations for urban Indigenous education development.

Authors

• Shu-Huei Yen, Rong-Shan AI Education Application and Promotion Association

• Hui-Min Chou, Academia Sinica