Abstract
This study presents a portion of a series of 3D animations for indigenous science learning called Petlaman. The animations are divided in ten parts, each involving a science learning topic. To our knowledge, this is the world's first 3D, animated science education film with an indigenous culture as its subject. The part presented in this study concerns the chemistry of acetylene lamps. This study also provides a valuable insight into how the author, as the producer of the animation, handles controversial issues raised from different perspectives, including cultural, scientific, educational and ethnicity-based, among consultants. The National Science Council of Taiwan, recently initiated a project to encourage various audio-visual professionals and university professors to work together to create informal science education videos. In response to trends in informal science education and a focus on indigenous education, the Department of Science Education at NSC is currently calling for D animation videos for indigenous science education. To our knowledge, this is the world's first 3D animated science education film to use an indigenous culture as its subject. The part presented in this study concerns the chemistry of acetylene lamps. This study presents a part of a series of 3D animations for indigenous science learning. The series of animations entitled Petlaman is in ten parts, each comprising a science learning topic. Petlaman means "test" or "try it" in the Atayal language. The story and episode of the series based on the life experiences of Atayal tribal elders presents the Atayal natural knowledge and describe the interactions between Atayal culture and Western scientific culture. The story starts with the ten-year-old protagonist Tingting's curiosity about Atayal tradition and natural phenomena. Over 30 consultants, including Atayal elders, scientists, science educators, teachers, cultural professionals, and government staff, collaborated with animators to make the series. This study provides valuable insight into how the author, as the producer of the animation, handles controversial issues raised from different perspectives — cultural, scientific, educational and ethnic — among consultants. The author's experiences can help other science education groups avoid controversial issues, and minimize difficulty when making D animation films for indigenous science education.