Culturally Relevant Science Teaching: A Case Study of Physics Teaching Practices of the Obo Monuvu Tribe

Abstract

The knowledge and practice of science are rooted in culture. One specific theory that reflects this idea is that of culturally relevant science teaching. The challenge in the Philippines, being a multicultural nation, is that each indigenous community would have its own set of culture and beliefs. Indigenous peoples suffer from the failure of the mainstream education system to address the context of the indigenous community (ECIP, 2007). With the end in mind of documenting culturally relevant science teaching (CRST), this study was conducted among the Grade 8 physics teachers of the Obo Monuvu tribe of Cotabato. The research employed qualitative case study as its research design using observation, interview, focus group discussion, and archiving as its data gathering procedure. The results showed 12 commonly used teaching practices. These teaching practices, according to the teachers, were developed as a result of the following factors: (a) Teacher’s adjustments, (b) students’ view education, and (c) problems that teachers encounter in teaching physics. Among the teaching practices, ten practices reflect academic success, three practices reflect cultural competence, and none for sociopolitical consciousness. The study suggests reviewing the science curriculum and instruction such that it becomes relevant to the Obo Monuvu tribe.