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EURASIA Journal of Mathematics Science and Technology Education ISSN: 1305-8223 (online) 1305-8215 (print)
2017 13(5):1377-1409 DOI 10.12973/eurasia.2017.00676a
Three of five dimensions in the pre-test and post-test indicated moderate sophistication:
nature of learning, real-life applicability and source of ability. The result on nature of learning
suggests that learning science is moving from the context of mainly absorbing information
toward constructing one's own understanding by working through the material actively, by
relating new material to prior experiences, intuitions, and knowledge, and by reflecting upon
and monitoring one's understanding. For real-life applicability rated as moderately
sophisticated it suggests that participants may be inclined towards the belief that science
concepts apply more generally to real life. Finally, source of ability to learn (moderately
sophisticated) suggests that being good in science is a mix of fixed natural ability and the
efficacy of hard work and good study strategies. These results conform to the findings of
Morales (2014), where she identified the same moderate sophistication in the three aforecited
dimensions suggesting that Tagalog learners (the majority of the participants) viewed learning
science as vital in daily life and perceived good performance in science, specifically in physics,
as a blend of natural ability and hard work. Overall, the participants’ epistemological beliefs
were categorized as moderately sophisticated, a rating higher than the identified overall naive
beliefs of Tagalog learners found.
Notably, these results indicated no statistically significant difference between the
participants’ belief ratings in the pre-test and post –test even with the use of culture-gamed
(laro-ng-lahi) based physics activities. Similarly, Brauer and Wilde (2014) found the same trend
in pre-service teachers noting that most new pre-service students do have naïve beliefs that
did not change over several semesters (five semesters). Thus, suggesting a long training and
stronger emphasis on developing epistemological beliefs. The literatures (Han & Jeong, 2013;
Conley, Pintrich, Vekiri, & Harrison, 2004) also suggest that early and continuous
development of epistemologies may contribute to improve the students’ belief systems. These
authors identified the grade school and high school levels as the probable venue for significant
beliefs improvement.
Implications of the Study
The use of Filipino traditional games integrated in physics activities provided venues for
students to accommodate most Newtonian concepts achieving conceptual change leading to a
concrete concept understanding of the Newtonian ideas. Such activities may have provided
the participants with the necessary conditions that challenged their prior knowledge for them
to view the extracted concepts using the traditional Filipino games as intelligible, plausible,
and fruitful to be able to accommodate the Newtonian concepts and achieve conceptual
change.
A positive significant result in the FCI on conceptual change of the participants leading
to the notion of conceptual understanding identified the influence of using and integrating
traditional Filipino games in physics activities on this cognitive construct. Although the
epistemic beliefs of the pre-service teachers did not significantly change over a semester,
promising results may be obtained with sustained development of epistemic beliefs using the
M. P. E. Morales
1402
influence of Filipino culture. This probable progress in epistemic beliefs of the pre-service
physics students reinforces earlier findings of May and Etkina (2002) that epistemological
beliefs highly correlate with conceptual learning gain in introductory physics. With this
inference, sophisticated beliefs of pre-service physics students may be developed over the
entire teacher training program using culture-influenced training and learning. Chan (2004)
found the same idea that epistemological development of students is mediated by culture-
specific educational environments and interaction. Results of her study implied that
educational environments and academic practices in a culture, regardless of students’ gender
and field of study seem to influence the development of epistemological beliefs. Thus, with
the developed belief systems of pre-service teachers, concrete conception about
teaching/learning may also be enhanced which will eventually lead to success in addressing
student difficulty in physics in the basic education.
CONCLUSION
The findings of the study emphasize that the use of the traditional national games (Laro-
ng-Lahi) in the teaching and learning process of pre-service physics students provided the
conditions and conceptual ecology for them to undergo conceptual change and achieve
conceptual understanding. In the case of their epistemological beliefs, although there was a
non-statistically significant comparison of pre and post EBAPS implementation, the minute
changes in their epistemic beliefs show that these traditional game (Laro-ng-Lahi) based physics
activities may somehow influenced their epistemic beliefs. Large-scale changes in the students’
belief systems are expected to surface if the participants undergo a prolonged and sustained
use of culture-based learning process. The aforesaid finding and projection somehow confirm
what May and Etkina (2002) found that students with high conceptual gains tend to show
better articulated reflections on learning and sophisticated epistemologies than students with
lower conceptual gains. But, the development of these epistemic beliefs may happen over time
as claimed by Loyens, Rikers and Schmidt (2009), students’ conceptions of learning and
conceptions of knowledge develop progressively through their educational experiences.
Moreover, Bendixen and Rule (2004) called these progressive developments of beliefs about
knowledge and knowledge construction (knowing) as present in what they call
“developmental stages.”
Epistemic development may also be culture influenced – a similar idea found by Chan
(2004). Their concept of knowledge source and construction may be dictated by how they
normally and usually form schema about things, concepts and ideas that they learn. The real-
life applicability dimension may hold a big chunk of success when culture influences pre-
services students’ learning process. As one culture (traditional Filipino game) exhibits several
physics concepts, learners may be able to infer conceptual coherence of scientific ideas
consequently leading to the idea of a unified whole making the “structure of scientific
knowledge dimension” qualify for a sophisticated status of belief system. Furthermore, this
system of learning influenced by culture may be viewed as evidenced-based learning where
EURASIA J Math Sci and Tech Ed
1403
teachers and students observe the concepts through the physical Laro-ng-Lahi-based
activities.
RECOMMENDATIONS AND RESEARCH IN THE FUTURE
Only one group of pre-service physics students participated in this study, thus, other
studies could use the framework to extend the work to all other pre-service science students
in the Philippines. Curriculum designers could develop culture-influenced curriculum
materials that make use of religious beliefs, practices, and traditions such as celebration of
fiesta and the like. 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).
A longitudinal research may be employed for more encompassing results. This process
will improve data gathering and analysis as much as explore what particular aspect of culture-
influenced learning and teaching of science concepts would eventually develop the epistemic
beliefs of pre-service students. Equally, a triangulation of the cognitive, affective and
psychomotor constructs of learning may also provide better analysis of culture-influenced
learning in the perspective of developing students’ belief systems. Learners’ evolvement in all
these domains of learning would be supervised and harmonized with the different stages of
their psychological development. In the teaching aspect, series of professional development
programs on integration of culture and language in the teaching of science may be operated
for the experimental process on the teaching aspect.
The study sought some answers to a prevalent concern on developing the epistemic
belief system of pre-service physics teachers from naïve beliefs to sophisticated ones leading
to improving beliefs on teaching and teaching practices. The use of learner’s local culture and
tradition through Laro-ng-Lahi based physics activities considerably plotted the process and
framework of how to learners transfer their natural learning patterns to attain conceptual
change and eventually develop their epistemic beliefs. However, some limitations were
identified along the course of the investigation. Integration of such game- based physics
activities may be enhanced by adopting the suggestion of participants and incorporating them
in the improved activities. Since the new Philippine education system follows a spiral
progression of science concepts integrating the four areas: physics, chemistry, earth science
and biology in a year level, culture-based activities using traditional games may be anchored
on other science areas to accommodate concept progression and interrelatedness promoting
interdisciplinary approach using the Filipino traditional games and providing venue for
developing several constructs of epistemic belief systems such as structure of scientific
knowledge and real-life applicability. Replicated studies may include language aspect along
with other forms data collection processes.
M. P. E. Morales
1404
ACKNOWLEDGEMENTS
The author would like to extend her heartfelt thanks to the following: Dr. Venancio L.
Mendiola for copy editing and Mark Sanchez for all transcriptions.
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