Skip to main content
Top
Published in: Cultural Studies of Science Education 4/2015

01-12-2015 | original paper

Influence of culture and language sensitive physics on science attitude enhancement

Author: Marie Paz E. Morales

Published in: Cultural Studies of Science Education | Issue 4/2015

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners’ attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and development of culture and language sensitive curriculum materials in physics were heavily influenced by these learners’ cultural preference or profile. Pilot-study using interviews and focus group discussions with natives of Pangasinan and document analysis were conducted to identify the culture, practices, and traditions integrated in the lesson development. Comparison of experimental participants’ pretest and posttest results on science attitude measure showed significant statistical difference. Appraisal of science attitude enhancement favored the experimental group over the control group. Qualitative data deduced from post implementation interviews, focus group discussions, and journal log entries showed the same trend in favor of the experimental participants. The study revealed that culture and language integration in the teaching and learning process of physics concepts enabled students to develop positive attitude to science, their culture, and native language.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Literature
go back to reference Aikenhead, G. S. (2001). Integrating western aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31(2), 337–355. doi:10.1023/A:1013151709605. Aikenhead, G. S. (2001). Integrating western aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31(2), 337–355. doi:10.​1023/​A:​1013151709605.
go back to reference Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44, 466–489. doi:10.1002/tea.20143.CrossRef Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44, 466–489. doi:10.​1002/​tea.​20143.CrossRef
go back to reference Bernardo, A. B. I. (2009). Exploring the links between social axioms and the epistemological beliefs held by Filpino students. In K. Leung & M. H. Bond (Eds.), Psychological aspects of social axioms: Understanding global belief systems (pp. 163–175). New York: Springer. doi:10.3860/taper.v19i1.1513. Bernardo, A. B. I. (2009). Exploring the links between social axioms and the epistemological beliefs held by Filpino students. In K. Leung & M. H. Bond (Eds.), Psychological aspects of social axioms: Understanding global belief systems (pp. 163–175). New York: Springer. doi:10.​3860/​taper.​v19i1.​1513.
go back to reference Bernardo, A. B. I., & Calleja, M. O. (2005). The effects of stating problems in bilingual students’ first and second languages on solving mathematical word problems. The Journal of Genetic Psychology, 116, 117–128. doi:10.3200/GNT.P.166.1.117-129.CrossRef Bernardo, A. B. I., & Calleja, M. O. (2005). The effects of stating problems in bilingual students’ first and second languages on solving mathematical word problems. The Journal of Genetic Psychology, 116, 117–128. doi:10.​3200/​GNT.​P.​166.​1.​117-129.CrossRef
go back to reference Castillo-Llaneta, C. (2010). The language of learning: Mother tongue-based multi-lingual education in the Philippines. The Forum, 11(2). Castillo-Llaneta, C. (2010). The language of learning: Mother tongue-based multi-lingual education in the Philippines. The Forum, 11(2).
go back to reference DepEd Discussion Paper. 2005 October 2010: Discussion paper on the enhanced K + 12 basic education program. DepEd Discussion Paper. 2005 October 2010: Discussion paper on the enhanced K + 12 basic education program.
go back to reference Jenista, F. L. (1987). The white apos: American governors on the cordillera central. Quezon City: New Day Publishing. doi:10.2307/20071063. Jenista, F. L. (1987). The white apos: American governors on the cordillera central. Quezon City: New Day Publishing. doi:10.​2307/​20071063.
go back to reference Koul, B., & Fisher, D. (2004). A study of students’ perception of science classroom learning environment and teacher-student interaction in Jammu: A cultural perspective. Journal of Science and Mathematics Education in S.E. Asia, 26(2), 107–130. Koul, B., & Fisher, D. (2004). A study of students’ perception of science classroom learning environment and teacher-student interaction in Jammu: A cultural perspective. Journal of Science and Mathematics Education in S.E. Asia, 26(2), 107–130.
go back to reference Kroma, S. (1995). Popularizing science education in developing countries through indigenous knowledge. Indigenous Knowledge and Development Monitor, 3(3). Kroma, S. (1995). Popularizing science education in developing countries through indigenous knowledge. Indigenous Knowledge and Development Monitor, 3(3).
go back to reference Lee, O., & Lykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42(3), 411–438. doi:10.3102/0002831204.CrossRef Lee, O., & Lykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42(3), 411–438. doi:10.​3102/​0002831204.CrossRef
go back to reference Lee, O., et al. (2007). Science achievement of English language learners in urban elementary schools: Results of a 1st year professional development intervention. Journal of Research in Science Teaching, 45(1), 31–52. doi:10.1002/tea.20209.CrossRef Lee, O., et al. (2007). Science achievement of English language learners in urban elementary schools: Results of a 1st year professional development intervention. Journal of Research in Science Teaching, 45(1), 31–52. doi:10.​1002/​tea.​20209.CrossRef
go back to reference Linn, M. C. (1992). Science education reform: Building the research base. Journal of Research in Science Teaching, 29, 821–840. doi:10.1002/tea.CrossRef Linn, M. C. (1992). Science education reform: Building the research base. Journal of Research in Science Teaching, 29, 821–840. doi:10.​1002/​tea.CrossRef
go back to reference Magno, C. (2011). Exploring the relationship between epistemological beliefs and self-determination. The International Journal of Research and Review, 7(1), 1–23. Magno, C. (2011). Exploring the relationship between epistemological beliefs and self-determination. The International Journal of Research and Review, 7(1), 1–23.
go back to reference May, D. & Etkina, E. (2002). College physics students’ epistemological self-reflection and its relationship to conceptual learning. Physics Education Research: A Supplement to the American Journal of Physics. doi:10.1119/1.1503377. May, D. & Etkina, E. (2002). College physics students’ epistemological self-reflection and its relationship to conceptual learning. Physics Education Research: A Supplement to the American Journal of Physics. doi:10.​1119/​1.​1503377.
go back to reference Miller, J. (2007). The impact of college science courses for non-science majors on adult science literacy. A paper presented to a symposium titled “The Critical Role of College Science Courses for Non-Majors” at the annual meeting of the AAAS, 18 February 2007, San Francisco. Miller, J. (2007). The impact of college science courses for non-science majors on adult science literacy. A paper presented to a symposium titled “The Critical Role of College Science Courses for Non-Majors” at the annual meeting of the AAAS, 18 February 2007, San Francisco.
go back to reference Morales, M. P (2013). Culture and language integration in physics education (CLIIPE). Unpublished Ph.D. thesis, De La Salle University, Manila, Philippines. Morales, M. P (2013). Culture and language integration in physics education (CLIIPE). Unpublished Ph.D. thesis, De La Salle University, Manila, Philippines.
go back to reference Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59–74. doi:10.1080/13598130220132316.CrossRef Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59–74. doi:10.​1080/​1359813022013231​6.CrossRef
go back to reference Nietzsche, F. (1980). On the advantages and disadvantages of history for life (P. Preuss, Trans.). Hackett: Indianapolis. Nietzsche, F. (1980). On the advantages and disadvantages of history for life (P. Preuss, Trans.). Hackett: Indianapolis.
go back to reference O’Malley, J. M., & Valdez, P. L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley. doi:10.2307/3587987. O’Malley, J. M., & Valdez, P. L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley. doi:10.​2307/​3587987.
go back to reference Ogunsanwo T. (2003). Homework made and parental involvement in homework as determinants of primary school Pupils learning outcomes in Mathematics in Ibadan North, Ibadan. Ph.D. Thesis, Department of Teacher Education, University of Ibadan. XIX+313 pp. Ogunsanwo T. (2003). Homework made and parental involvement in homework as determinants of primary school Pupils learning outcomes in Mathematics in Ibadan North, Ibadan. Ph.D. Thesis, Department of Teacher Education, University of Ibadan. XIX+313 pp.
go back to reference Ozkan, S. & Tekkaya (2011). How do epistemological beliefs differ by gender and socio-economic status? H. Ü. Eğitimfakültesidergisi (H.U. Journal of Education), 4, 339–348. Ozkan, S. & Tekkaya (2011). How do epistemological beliefs differ by gender and socio-economic status? H. Ü. Eğitimfakültesidergisi (H.U. Journal of Education), 4, 339–348.
go back to reference Perry, W. G, Jr. (1970). Forms of intellectual and ethical development in the college years. New York: Academic Press. Perry, W. G, Jr. (1970). Forms of intellectual and ethical development in the college years. New York: Academic Press.
go back to reference Pertierra, R. (2002). The work of culture. Philippines: De La Salle University Press. Pertierra, R. (2002). The work of culture. Philippines: De La Salle University Press.
go back to reference Phan, H. (2006). Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach. Electronic Journal of Research in Educational Psychology, 4(3), 577–610. Phan, H. (2006). Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach. Electronic Journal of Research in Educational Psychology, 4(3), 577–610.
go back to reference Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: towards a theory of conceptual change. Science Education, 66(2), 211–227. doi:10.1002/SOE.3730660207.CrossRef Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: towards a theory of conceptual change. Science Education, 66(2), 211–227. doi:10.​1002/​SOE.​3730660207.CrossRef
go back to reference Schommer, M. (2002). UNESCO: Universal declaration on cultural diversity, Paris, France. doi:10.1037/0022-0663.82.3.498. Schommer, M. (2002). UNESCO: Universal declaration on cultural diversity, Paris, France. doi:10.1037/0022-0663.82.3.498.
go back to reference Schommer, M. (2008). UNESCO: Mother tongue matters: Local languages a key to effective learning. Retrieved October 25, 2011, from www.unesco.org. Schommer, M. (2008). UNESCO: Mother tongue matters: Local languages a key to effective learning. Retrieved October 25, 2011, from www.​unesco.​org.
go back to reference Stathopoulou, C., & Vosniadou, S. (2006). How do pupils’ beliefs about learning affect their understanding of physics? Contemporary Educational Psychology, 21, 255–281. Stathopoulou, C., & Vosniadou, S. (2006). How do pupils’ beliefs about learning affect their understanding of physics? Contemporary Educational Psychology, 21, 255–281.
go back to reference Tan, M. (2004). Nurturing scientific and technological literacy through environmental education. Journal of International Cooperation in Education, 7(1), 115–131. Tan, M. (2004). Nurturing scientific and technological literacy through environmental education. Journal of International Cooperation in Education, 7(1), 115–131.
go back to reference Wallace, C. S., & Kang, N. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936–960. doi:10.1002/tea.20032.CrossRef Wallace, C. S., & Kang, N. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936–960. doi:10.​1002/​tea.​20032.CrossRef
go back to reference Zain, A. (2010). The effect of instructional congruence on students’ interest towards learning science. European Journal of Physics Education, 1, 20–27. Zain, A. (2010). The effect of instructional congruence on students’ interest towards learning science. European Journal of Physics Education, 1, 20–27.
go back to reference Zhu, C., Valcke, M., & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: A cross-cultural structural model? Asia Pacific Journal of Education, 28(4), 411–423. doi:10.1080/02188790802468823.CrossRef Zhu, C., Valcke, M., & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: A cross-cultural structural model? Asia Pacific Journal of Education, 28(4), 411–423. doi:10.​1080/​0218879080246882​3.CrossRef
Metadata
Title
Influence of culture and language sensitive physics on science attitude enhancement
Author
Marie Paz E. Morales
Publication date
01-12-2015
Publisher
Springer Netherlands
Published in
Cultural Studies of Science Education / Issue 4/2015
Print ISSN: 1871-1502
Electronic ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-015-9669-5

Other articles of this Issue 4/2015

Cultural Studies of Science Education 4/2015 Go to the issue