International Journal of Learning and Teaching

Yazarlar: Marie Paz Escaño Morales

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Anahtar Kelimeler:-

Özet: The purpose of the study was to determine gain in student concept attainment of Filipino learners through culture and language sensitive Physics. Filipino learners were profiled culturally through cultural dimensions, epistemological beliefs and students’ views on integration of culture and language in the teaching and learning process. The categories of cultural profile (cultural dimension, epistemological beliefs, and student views on integration of culture and language) which uniquely described the participant ethnic groups as distinct learners with distinct cultural characteristics were the major bases in customizing culturally sensitive curriculum materials (CS-CMIP: Culturally Sensitive Curriculum Material in Physics). The CS-CMIP’s were used to establish cultural and language sensitive physics to determine attainment of physics concepts of the experimental participants. Pre-test and post-test comparisons of the concept attainment of the experimental participants showed significant statistical differences. Qualitative data deduced from interviews, focus-group-discussions, journal logs, and classroom observations showed the same trend in favor of the experimental participants. Insights deduced from the study included the idea that to grasp the larger part of the whole, one must take the bits and pieces at a time. Being local does not mean being behind, but attaining the unique identity to reveal a distinctive kind of learner globally. Learning physics through culture and language background ensures preservation of the tradition of the ethnic group while disclosing to the outside world the uniqueness of the group – being global by being local...

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