Exploring the Impact of Culture- and Language-Influenced Physics on Science Attitude Enhancement

Morales, Marie Paz E.

doi:10.1007/s10956-015-9575-3

Cited by 8 publications

(10 citation statements)

References 9 publications

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“…Culture, as recounted by Samarov (2004) affects the way we distinguish and process the world. This observation was concretely observed by Morales (2015) as improvement of concept attainment of her students when she integrated culture in learning physics. She reasoned that in this scheme, learners appreciate physics as something that would supplement the knowledge of their roots and their daily decision making activities.…”

Section: Influence Of Culture On Learningmentioning

confidence: 74%

“…Accordingly, this style motivates students to make connections between knowledge and its applications to their lives as family members, citizens, students or children, and workers. Furthermore, Morales (2015) cited that contextual teaching and learning strategies underscore problem-solving skills; recognize the need for teaching and learning to occur in a variety of contexts such as home, community, and work sites; facilitate student monitoring and directing of their own learning as self-regulated learners; link teaching to diverse life-contexts; use teams or interdependent group structures to encourage students to learn from each other and together; and implement authentic assessment.…”

Section: Lubid (Translational Equilibrium)mentioning

confidence: 99%

“…They may also incorporate other traditional national games in designing classroom activities. These culture-influenced activities and curricula may be provided in different languages for better results (Morales 2015).…”

Section: Recommendations and Research In The Futurementioning

confidence: 99%

See 2 more Smart Citations

Exploring Indigenous Game-based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

Morales

2016

EURASIA J MATH SCI T

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Laro-ng-Lahi (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students' epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled in an introductory physics course in a Philippine university. Context-culture-based framework dictated how the traditional Filipino games blend with Newtonian concept formation to motivate conditions and conceptual ecology for conceptual change to occur. These physics activities conducted by the participants in each session directed their explicit learning of Mechanics concepts. Pre-post-test design using the Force Concept Inventory and Epistemological Beliefs Assessment for Physical Science detected the participants' conceptual change and epistemic beliefs improvement respectively. Qualitative data from student interviews and journal insights supplemented the quantitative data. Results showed that these physics activities indicated significant change in the students' conception interpreted as conceptual change. The study also indicated incremental development of epistemic beliefs, however, the progress observed was not statistically significant. Consequently, it is recommended that sustained and prolonged exposure of pre-service undergraduate physics students to culture-influenced instructional designs may lead to eventually developing sophisticated epistemic belief systems consequently providing better teaching and learning framework and service for quality education.

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Section: Influence Of Culture On Learningmentioning

confidence: 74%

Section: Lubid (Translational Equilibrium)mentioning

confidence: 99%

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Exploring Indigenous Game-based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

Morales

2016

EURASIA J MATH SCI T

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“…In the Philippines, localization of the K-12 enhanced basic curriculum has been reflected in language usage and the medium of instruction (Morales, 2016). Besides that, senior high school curriculum is now more reflective of local and responsive curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…Since student motivation is an important factor of students' achievement in science subjects, it is vital to create a positive outlook in students. Students' attitude towards science is not only formed in their school setting but carried over to their home setting where their culture, practices and native language facilitate their learning (Morales, 2016). In Portugal, Content and Language Integrated Learning (CLIL), a language-aware and content-directed educational approach which integrates different curricular fields, is proposed as a possible solution to provide an authentic learning of both English and Science (Piacentini et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Correlates of Science Classroom Teaching With Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Lay

2021

PEC

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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement

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Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

Schiefer,

Caspari,

Moscoso

et al. 2024

Science Education

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Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.

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Exploring the Impact of Culture- and Language-Influenced Physics on Science Attitude Enhancement

Cited by 8 publications

References 9 publications

Exploring Indigenous Game-based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

Exploring Indigenous Game-based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

Correlates of Science Classroom Teaching With Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

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