Cultural Historical Activity Theory (CHAT): Influenced Case Research of a Philippine Physics Class
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Cultural Historical Activity Theory (CHAT): Influenced Case Research of a Philippine Physics Class Marie Paz E. Morales1
Published online: 23 January 2017 De La Salle University 2017
Abstract The study critically explored the case of Pangasinan learners’ physics learning process using culture and language-influenced curriculum materials in physics (CLI-CMP). Case research using cultural historical activity theory (CHAT) designed the study to provide unique ideas on how socio-cultural theory, a recent field of study of Physics Education Research, works best and contributes through a bottom-up approach to the body of knowledge in this research area. Sampled 48 grade 10 participants and their physics teacher, a Pangasinan native, used the designed CLI-CMP for 10 weeks to determine how effective the tool is in addressing student misconceptions in physics. Data gathered from the design and development of the CLI-CMP, classroom observations, interviews, and focus-group-discussions extracted information on how the customized curriculum materials provided means of meaning making and conceptual change, which may eventually lead to achieving scientific literacy. The results show that better conceptual understanding observed in the physics class may be significantly due to the socio-culturally influenced curriculum materials. Further analysis using CHAT framework (methodical level) determined the coherence and progressive characteristics of the activities in a particular physics unit which matched Engestro¨m’s expansive learning cycle and served as a suited tool to mediate the subject to the object and to the goal attainment. Exploration of the learning process using the epistemological level of analysis of CHAT framework provided how the mediating tool may have addressed the noted student & Marie Paz E. Morales [email protected] 1
Philippine Normal University, Rm. 204 Orata Bldg. Taft Avenue, 1000 Manila, Philippines
misconception emphasizing learning science as participatory to the community and socio-culturally influenced. Keywords Activity theory Concept attainment Cultural context learning Physics difficulty
Introduction Many students find physics as overly difficult and packed with incomprehensible concepts. In fact, literature (Angell et al. 2004; Williams et al. 2003) suggest that students generally distinguish physics as conceptually tough, abstract, and uninteresting discipline that only exceptionally gifted students appreciate and survive the course. This problem may be rooted from researchers’ (Duit and Treagust 2003) identified barriers to the understanding of science concepts termed as misconceptions.
The Concept of Misconceptions Several researchers described misconceptions (e.g., Science Teaching Reconsidered 1997; McDermott and Redish 1999; Keeley 2012) as the term used to describe all ideas that students bring to their learning that are not completely accurate which act as barriers to learning. Accordingly, researchers (Gooding and Metz 2011; National Council of Research [NRC]
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