Implications of Information and Communication Technologies in Developing Culturally Appropriate Science Curriculum for Aboriginal Children in Taiwan
The article highlights the research of culturally appropriate pedagogy with implications of information and communication technologies for aboriginal children to learn science education from pedagogical point of view. The research is based on literature and document sources in science and humanities. Attempts to reconcile aboriginal culture and modern technologies with the traditional goals of science education are general premised on following theoretical assumptions: (1) Thomas’s pedagogical components model with main influencing factors; (2) Hofstede’s five dimensions; (3) Vygotsky’s social-constructivist theory; (4) Bandura’s social-cognitive theory.
This article presents results of a study of how indigenous knowledge, values, wisdom, ceremony, and storytelling can play a role in science and technologies including physic, chemistry, biology, mathematic, geography, and astronomy. By analyzing and synthesizing the scientific components of indigenous knowledge, we can offer children opportunities to study culturally appropriate science curriculum with implications of information and communication technologies. The results of this study reveal that information and communication technologies could compensate conflicts and mismatches between aboriginal learning styles and mainstream pedagogy. Ultimately, constructing culturally appropriate science curriculum as assistant teaching material for blended learning is feasible for further science education. As such, it is an innovative pedagogy that sits at the forefront of an area of aboriginal science education that is culturally appropriate and ICT mediated.
Keywords: Science Education, Aboriginal Children, ICT, Culturally Appropriate Practice, Taiwan
Prof. Chun-Wen Lin
Assistant Professor, Department of Child Care, National Pingtung University of Science and Technology