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Cultural Studies of Science Education

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01.12.2015 | original paper

Influence of culture and language sensitive physics on science attitude enhancement

verfasst von: Marie Paz E. Morales

Erschienen in: Cultural Studies of Science Education | Ausgabe 4/2015

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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.

Vorheriger Artikel A dialogue regarding "The material co-construction of hard science fiction and physics"

Nächster Artikel Response to Marie Paz Morales’ “Influence of culture and language sensitive physics on science attitude achievement”

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Titel: Influence of culture and language sensitive physics on science attitude enhancement
verfasst von: Marie Paz E. Morales
Publikationsdatum: 01.12.2015
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 4/2015
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-015-9669-5

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