Analysis of the Learning Effectiveness of Atayal Culture CPS Spatial Concept Course on Indigenous Students
Jenyi Chao 1  
Chuan-Hsi Liu 2
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National Taipei University of Education, Taipei, TAIWAN
National Taiwan Normal University, Taipei, TAIWAN
Online publication date: 2018-03-02
Publication date: 2018-03-02
EURASIA J. Math., Sci Tech. Ed 2018;14(6):2059–2066
This study was conducted by integrating Atayal culture into CPS education strategy to develop spatial concept courses, teaching materials, and assessment tests that served to analyze the effectiveness of spatial concept learning on indigenous students after two years of course. The participants of this study were 16 5th grade students from an Atayal elementary school located in Nan’ao, Yilan County. The period of study spanned from 2015 to 2016, and was conducted by gathering data through teaching demonstrations and tests. The tests developed for this study were used as the research tool, and had been examined and pretested by 3 content specialists. The finalized tests included a total of 19 segments (59 problems) on 6 spatial concepts: “rotation”, “reflection”, “folding”, “perspective”, “stacking”, and “cubic enumeration”. The tests were conducted before and after the study and verified against sample t to examine if the indigenous students’ spatial concepts exhibited significant changes. Study results showed that with regard to the 6 different spatial concept tests, indigenous students performed significantly better in the after-tests than in the pre-tests. The integration of Atayal culture into CPS spatial concept courses was therefore determined to have significant positive impact on the spatial concepts of indigenous students.
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