M.P. Morales

Philippine Normal University (PHILIPPINES)
The study highlighted the “how” and the “why” behind the integration of the Filipino ethnic groups‘ culture and language in the study of physics concepts. Cultural profiling of Filipino learners identified the 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 for the development of culturally sensitive curriculum materials (CS-CMIP: Culturally Sensitive Curriculum Material in Physics). Validation and evaluation of CS-CMIP‘s appropriateness as a learning tool emphasizing the integration of culture and language of Pangasinan was done using a developed instrument influenced by Instructional Congruence Framework (ICF) known as the Culturally Sensitive – Curriculum Materials Evaluation Tool (CS-CMET). CS-CMIP‘s effectiveness and efficacy in the learning aspect was established in terms of attainment of physics concepts and enhancement of student attitude towards science of the experimental participants. Pre-test and post-test comparisons of the concept attainment and student attitude enhancement for 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 in both variables. Cultural Historical Activity Theory (CHAT) analysis was employed to determine coherence of the prior planning and the on-line planning of the teacher-participant in the experimental group. Few changes were effected by the teacher- participant that reflected the smooth transition of prior planning and on-line planning. This also revealed that students are better adapted if the teacher plans for learning using the local culture and language which served as the artifacts and cultural tools in achieving the main objects: concept attainment and student attitude enhancement. Intending to help other physics teachers, a design guide containing all information and guidelines on the development of CS-CMIP localized to their group was developed and made available through a website: Insights deduced from the study include the idea that to grasp the larger part of the whole, one must take the bits and pieces at 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...