![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 117
Result
Research question 1: Which of the following topics in the themes “Interaction of Matter, Space and Time”canbetaughtusing
ethnoscience learning experiences in the Physics curriculum?
Table 1: Analysis of Physics teachers’ response on the theme “Interaction of Matter, Space and Time”
s/n Interaction of matter, space and time
Teachers in Urban
Schools N = 138
Teachers in Rural
Schools N = 138
Mean Decision Mean Decision
1 Fundamental and derived qualities and units 4.12 Accepted 4.05 Accepted
2 Position, Distance and Displacement 3.27 Accepted 3.78 Accepted
3 Time 2.55 Accepted 3.03 Accepted
4 Speed and Velocity 3.10 Accepted 3.60 Accepted
5 Rectilinear acceleration 2.43 Accepted 3.32 Accepted
6 Scalars and Vectors 2.16 Rejected 2.11 Rejected
7 Motion and equations of Uniform Accelerated Motion 2.24 Rejected 2.75 Accepted
8 Projectiles 2.57 Accepted 4.22 Accepted
9 Equilibrium of forces 3.12 Accepted 3.90 Accepted
10 Simple Harmonic Motion 3.24 Accepted 3.88 Accepted
Aggregate calculated mean 2.88 Accepted 3.46 Accepted
Source: Researchers’ field work, 2020.
Table 1 showed the analyzed response of Physics teachers on the topics that can be taught using ethnoscience learning
experiences for the theme “Interaction of matter, space and time” in the Physics curriculum. Physics teachers in Urban and
Rural schools both accepted that “Scalers and Vector” [Urban x = 2.16; Rural x = 2.11] do not havemeansofusing ethnoscience
learning experiences to teaching the topic. The study also indicated that while Physics teachers in Urban settlement rejected
that the topic “Motion and equations of Uniform Accelerated Motion” cannot be taught usingethnosciencelearning experience
[Urban x = 2.24], the Physics teachers in Rural settlement accepted that the topic can be taught using ethnoscience learning
experience [Rural x = 2.77]. The aggregate calculated mean response for both Urban and Rural Physics teachers indicated[x=
2.88] and [x = 3.46] respectively. The findings of the study therefore revealed that the theme “Interaction of Matter, Spaceand
Time” can be taught using ethnoscience learning experiences.
HO1: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe
themes “Interaction of Matter, Space and Time” that can be taught using ethnoscience learning experience.
Table 2: t-test computation on the theme “Interaction of Matter, Space and Time “based on Physics teachers mean
response in urban and rural schools.
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score
Equal variances
assumed
.024 .877 3.108 241 .082 1.94493 .62576 .71227 3.17759
Equal variances
not assumed
3.118 226.517 .087 1.94493 .62383 .71567 3.17419
Table 2 showed the t-test inferential statistics between urban and rural Physics teachers meanvaluesontheirresponseonthe
topics that can be taught using ethnoscience learning experiences for the theme “Interaction of matter, space and time” in the
Physics curriculum. The calculated t value is obtained as 0.082 at a degree of freedom of 241 at 0.05 level of significance.
Therefore, the hypothesis implies that there is no significant difference between Physics teachers mean response on topics in
the themes “interaction of matter, space and time” that can be taught using ethnoscience learning experience.
Research Question 2: Which of the following topicsinthethemes“ConservationPrinciple”canbetaughtusingethnoscience
learning experiences in the Physics curriculum?](https://image.slidesharecdn.com/22thinkingthroughethnoscientificscenariosforphysicsteachingimplicationforcurriculumimplementation-210324054029/85/Thinking-through-Ethnoscientific-Scenarios-for-Physics-Teaching-Implication-for-Curriculum-Implementation-4-320.jpg)
![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 118
Table 3: Analysis of Physics teachers’ response on the theme “Conservation Principle”
s/n Conservative Principle
Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138
Mean Decision Mean Decision
1 Work, Energy and Power 2.73 Accepted 2.59 Accepted
2 Heat Energy 3.31 Accepted 2.64 Accepted
3 Electric Charges 2.34 Rejected 2.20 Rejected
4 Linear Momentum 2.72 Accepted 2.55 Accepted
5 Mechanical Energy 2.66 Accepted 2.54 Accepted
Aggregate calculated mean 2.75 Accepted 2.50 Accepted
Source: Researchers’ field work, 2020.
The analyzed data in Table 3 indicated that among the topics that is in the theme “Conversation Principle”. Physics teachersin
urban [x = 2.34] and rural [x = 2.20] schools expressed that the topic electric charges cannot be taught through ethnoscience
learning experiences. Based on the aggregate calculated mean, the findings of the study revealed that both urban and rural
teachers accepted that the theme “Conservative Principle” can be taughtusingethnosciencelearning experienceswithmean[x
= 2.75] and [x = 2.50] respectively.
HO2: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe
themes “Conservation Principle” that can be taught using ethnoscience learning experience.
Table 4: t-test computation on the theme “Conservation Principle”based on Physics teachers mean response in
urban and rural schools.
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. T df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score
Equal variances
assumed
8.800 .463 2.641 241 .074 .88364 .33458 .22458 1.54271
Equal variances
not assumed
2.520 177.196 .083 .88364 .35061 .19173 1.57556
The t-test inferential statistics shown in Table 4 is the analysis of urban and rural Physics teachers mean values on their
response on the topics that can be taught using ethnoscience learning experiences for the theme “Interaction of matter, space
and time” in the Physics curriculum. The calculated t value is obtained as 0.074 at a degree of freedom of 241 at 0.05 level of
significance. Therefore, the hypothesis implies that there is no significant difference between Physicsteachersmeanresponse
on topics in the themes “interaction of matter, space and time” that can be taught using ethnoscience learning experience.
Research Question 3: Which of the following topics in the theme “Wave: Motion without transfer” can be taught using
ethnoscience learning experiences?
Table 5: Analysis of Physics teachers’ response on the theme Wave: Motion without transfer
s/n Wave: Motion without transfer
Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138
Mean Decision Mean Decision
1 Production and Propagation of Waves 4.21 Accepted 3.33 Accepted
2 Types of Wave 2.77 Accepted 2.54 Accepted
3 Properties of Waves 2.94 Rejected 2.51 Accepted
4 Light Waves 2.63 Accepted 2.57 Accepted
5 Sound Waves 2.81 Accepted 2.55 Accepted
6 Applications of Light and Sound Waves 2.72 Accepted 2.51 Accepted
7 Electromagnetic Waves 2.31 Rejected 2.37 Rejected
Aggregate calculated mean 2.91 Accepted 2.63 Accepted
Source: Researchers’ field work, 2020.
Analysis on Table 5 indicated Physics teachers’ response on the topics in the theme “Wave: Motion without transfer”. It was
shown that the teachers in urban and rural schools mentioned that the topic electromagnetic waves cannot be taughtthrough
ethnoscience learning experiences. The findings of the study revealed that Physics teachers in urban [x = 2.91] and rural [x =
2.63] schools accepted that the theme “Wave: Motion without transfer” can betaught usingethnosciencelearning experiences.](https://image.slidesharecdn.com/22thinkingthroughethnoscientificscenariosforphysicsteachingimplicationforcurriculumimplementation-210324054029/85/Thinking-through-Ethnoscientific-Scenarios-for-Physics-Teaching-Implication-for-Curriculum-Implementation-5-320.jpg)
![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 119
HO3: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe
themes “Waves: Motion without materials transfer” that can be taught using ethnoscience learning experience.
Table 6: t-test computation on the theme “Waves: Motion without materials transfer” based on Physics teachers
mean response in urban and rural schools.
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score
Equal variances
assumed
6.296 .256 1.710 241 .089 .93623 .54766 .14257 2.01504
Equal variances
not assumed
1.702 220.337 .090 .93623 .55000 .14770 2.02017
Table 6 shows the t-test computation on the theme “Waves: Motion without materials transfer” based on Physics teachers
mean response in urban and rural schools. The calculated t value is obtained as 0.890 at a degree of freedom of 241 at 0.05
level of significance. Therefore, the hypothesis implies that there is no significant difference between Physics teachers mean
response on topics in the themes “Waves: Motion without materials transfer” that can be taught using ethnoscience learning
experience.
Research Question 4: Which of the following topics in the theme “Field at rest and in motion” can be taught using
ethnoscience learning experiences?
Table 7: Analysis of Physics teachers’ response on the theme “field at rest and in motion”
s/n Field at rest and in motion
Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138
Mean Decision Mean Decision
1 Description and properties of fields 2.62 Accepted 2.57 Accepted
2 Gravitational Fields 2.94 Accepted 2.91 Accepted
3 Electric fields 2.93 Accepted 2.95 Accepted
4 Magnetic fields 2.74 Accepted 2.63 Accepted
5 Electromagnetic field 1.74 Rejected 1.57 Rejected
6 Simple A.C Circuit 2.33 Rejected 2.26 Rejected
Aggregate calculated mean 2.55 Accepted 2.50 Accepted
Source: Researchers’ field work, 2020.
Table 7 showed the analysis of Physics teachers’ response if ethnoscience learning experiences can be used to teach topics in
the theme field at rest and in motion. The study indicated that Physics teachers in urban and rural schools mentioned that
topics like electromagnetic field [urban x = 1.74; rural x = 1.57] and simple A.C circuit [urban x = 2.33; rural x = 2.26] cannotbe
taught using ethnoscience learning experiences. Based on the Aggregate calculated mean for both urban[x=2.55]andrural [x
= 2.50] school Physics teachers, the findings of the study revealed that they accepted that the theme “Field at rest and in
motion” can be taught using ethnoscience learning experiences.
HO4: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe
themes “Field at rest and in motion” that can be taught using ethnoscience learning experience.
Table 8: t-test computation on the theme “Field at rest and in motion” based on Physics teachers mean response in
urban and rural schools.
Levene's Test
for Equality of
Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score
Equal variances
assumed
4-.010 .922 1.972 241 .072 .91346 .46324 .00095 1.82597
Equal variances
not assumed
1.978 226.404 .049 .91346 .46188 .00333 1.82358
Table 8 showed the analysis of urban and rural Physics teachers mean values response on the topics that can be taught using
ethnoscience learning experiences for the theme “Fieldatrestandinmotion”inthePhysicscurriculum.Thecalculatedtvalueis
obtained as 0.072 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no](https://image.slidesharecdn.com/22thinkingthroughethnoscientificscenariosforphysicsteachingimplicationforcurriculumimplementation-210324054029/85/Thinking-through-Ethnoscientific-Scenarios-for-Physics-Teaching-Implication-for-Curriculum-Implementation-6-320.jpg)
![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 120
significant difference between Physics teachers mean response on topics in thethemes“Fieldatrestandin motion”thatcanbe
taught using ethnoscience learning experience.
Research Question 5: Which of the following topics in the theme “Energy Quantization and Duality of Matter” can be taught
using ethnoscience learning experiences?
Table 9: Analysis of Physics teachers’ response on the theme energy quantization and duality of matter
s/n
Energy Quantization and Duality
of Matter
Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138
Mean Decision Mean Decision
1 Particulate nature of matter 2.22 Accepted 2.07 Accepted
2 Elastic properties of solids 3.31 Accepted 3.24 Accepted
3 Crystal structure 2.94 Accepted 2.63 Accepted
4 Fluids at rest and in motion 3.22 Accepted 3.14 Accepted
5 Molecular theory of matter 2.13 Rejected 2.01 Rejected
6 Models of the atom 2.05 Rejected 1.94 Rejected
7 Nucleus 2.20 Rejected 2.02 Rejected
8 Energy quantization 1.97 Rejected 1.87 Rejected
9 Waves particle paradox 1.78 Rejected 1.80 Rejected
Aggregate calculated mean 2.42 Rejected 2.30 Rejected
Source: Researchers’ field work, 2020.
The analyzed data in Table 9 indicated that among the topics that is in the theme energy quantization and duality, Physics
teachers in urban and rural located schools accepted that topics such as Particulate nature of matter [urban x = 2.22; rural x =
2.07], Elastic properties of solids[urban x = 3.31; rural x = 3.24], Crystal structure [urban x = 2.94; rural x = 2.63] and Fluids at
rest and in motion [urban x = 3.22; rural x = 3.14] can be taughtusingethnosciencelearning experiences.However, othertopics
such as Molecular theory of matter, Models of the atom, Nucleus, Energy quantization and Waves particle paradox were
rejected indicating that they cannot betaughtusing ethnosciencelearningexperiences.Basedontheaggregatecalculatedmean
[urban x = 2.42] and [rural x =2.30], the findings of the studyrevealedthatthethemeenergyquantizationanddualitycannotbe
taught using ethnoscience learning experiences.
HO5: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe
themes “Energy Quantization and Duality of Matter” that can be taught using ethnoscience learning experience.
Table 10: t-test computation on the theme “Field at rest and in motion” based on Physics teachers mean response
in urban and rural schools.
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score
Equal variances
assumed
4.760 .030 1.791 241 .075 1.32547 .74001 .13224 2.78317
Equal variances
not assumed
1.848 240.601 .066 1.32547 .71721 .08735 2.73829
Table 10 showed the t-test computation between urban and rural Physicsteachersmeanvaluesontheirresponseon thetopics
that can be taught using ethnoscience learning experiencesforthetheme“Fieldatrestandinmotion”inthePhysicscurriculum.
The calculated t value is obtained as 0.075 at a degree of freedom of 241 at 0.05 level of significance. Therefore,thehypothesis
implies that there is no significant difference between Physics teachers mean response on topics in the themes “Field at rest
and in motion”that can be taught using ethnoscience learning experience.
Research Question 6: Which of the following topics in the theme “Physics in technology” can be taught using ethnoscience
learning experiences?
Table 11: Analysis of Physics teachers’ response on the theme “Physics in technology”
s/n
Energy Quantization and
Duality of Matter
Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138
Mean Decision Mean Decision
1 Battery and Electroplating 2.14 Rejected 2.11 Accepted
2 Electrical continuity testing 2.08 Rejected 1.96 Accepted
3 Solar collector 1.90 Rejected 1.70 Accepted
4 Solar energy panel 2.00 Rejected 1.80 Accepted
Aggregate calculated mean 2.03 Rejected 1.89 Rejected
Source: Researchers’ field work, 2020.](https://image.slidesharecdn.com/22thinkingthroughethnoscientificscenariosforphysicsteachingimplicationforcurriculumimplementation-210324054029/85/Thinking-through-Ethnoscientific-Scenarios-for-Physics-Teaching-Implication-for-Curriculum-Implementation-7-320.jpg)
![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 121
Table 11 showed the analyzed response of Physics teachers on the topics that can be taught using ethnoscience learning
experiences for the theme “Physics in technology” in the Physics curriculum. The findings of the study revealed that Physics
teachers both in urban [x = 2.03] and rural [x = 1.89] schools opined that all topicsinthe themePhysicsintechnology cannotbe
taught using ethnoscience learning experiences.
HO6: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe
themes “Physics in Technology” that can be taught using ethnoscience learning experience.
Table 10: t-test computation on the theme “Physics in Technology” based on Physics teachers mean response in
urban and rural schools.
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. T df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
Score
Equal variances
assumed
.283 .595 1.816 241 .415 1.53292 .65278 .51881 .75297
Equal variances
not assumed
1.906 182.883 .366 1.53292 .58837 .49378 .62795
Table 12 showed the analysis of urban and rural Physics teachers mean values response on the topics that can be taughtusing
ethnoscience learning experiences for the theme “Physics in technology” in the Physics curriculum. The calculated t value is
obtained as 0.072 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no
significant difference between Physics teachers mean response on topics in thethemes“Fieldatrestandin motion”thatcanbe
taught using ethnoscience learning experience.
Discussion of findings
Quality education that is geared towards enhanced human
capital development that avails an egalitarian society is
vastly hinged on the curriculum structure of that is
employed for training in thatsociety.Thisisobviousbecause
the education curriculum is a tool that translate the learning
objectives into societal reality. The study was concerned
with extracting ethnoscientific learning experiences for
Physics teaching with the aim for curriculum
implementation. The findingsofthestudythereforerevealed
that the theme [Interaction of Matter, Space and Time],
[Conservative Principle], [Waves: Motion without material
transfer] and [Fields at rest and in motion] can be taught
using ethnoscience learning experiencesasstatedbyPhysics
teachers both in urban and rural schools. Also the study
indicated that themes [Energy quantization and duality of
matter] and [Physics in technology] cannot be taught using
ethnoscience learning experiences.
The findings of the study carried out by Rahmawati, Subali
and Sarwi (2019) substantiates with the outcome of this
study were it was indicated that the use of ethnoscience
based module have significant impact on students’ learning
by promoting active participation and independency
towards the learning of science. Understanding of Physics
concepts requires students to acquire detailsthataresimple
and concrete which are related to their environment. When
learning is derived from the immediate environment
blended with local wisdom and systematic programme
through a module students’ achievement is increased
(Sudarim, Nuswowati&Sumarni, 2017). Other research
findings also such as the one revealed by Ajayi, Achor and
Agogo (2017) that teaching students the concept of
separation techniques in chemistry using ethnochemistry
approach enhances their performance significantly. Also
Okwara and Upu (2017) showed that there is a significant
difference in the mean achievement and interest scores of
students taught using Ethnoscience Instructional Approach
and their counterpartstaughtusingDemonstrationTeaching
Method (DTM). Importantly, developing ethnoscience
curriculum package for teaching Physics will help students
understand the core of science and the connection between
cultural and social domain by exploringscientificknowledge
from the environment.
Conclusion
The teachers are seen as the curriculum implementers,
which implies that they are major stakeholders considered
during the curriculum development and implementation
process. From the findings of thestudy,itwasconcludedthat
Physics teachers both in urban and rural schools accepted
that themes in the Physics curriculum such as Interaction of
Matter, Space and Time, Conservative Principle, Waves:
Motion without material transfer and Fields at rest and in
motion can be taught using ethnoscience learning
experiences. Teaching with Physics through the
ethnoscience learning packagewiththelinkingofindigenous
scientific knowledgeaugmentsstudents’motivationtowards
and subsequent understanding of Physics concepts.
Recommendation
In light of the above findings, the study therefore
recommended that Physics curriculum stakeholders and
planners should consider the integration of ethnoscience
learning experiences in the Physics curriculum so that the
abstract nature of Physics learning will be eliminated.
References
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Thinking through Ethnoscientific Scenarios for Physics Teaching Implication for Curriculum Implementation
- 1. International Journal of Trend in Scientific Research and Development (IJTSRD) Volume 5 Issue 2, January-February 2021 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 114 Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation Aderonmu, Temitope S. B1; Adolphus, Telima2 1University Demonstration Secondary School, University of Port Harcourt, Rivers State, Nigeria 2Faculty of Education, Rivers State University Nkpolu-Oroworukwo, Port Harcourt, Rivers State, Nigeria ABSTRACT The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in threeUrbanLocal GovernmentAreas(PortHarcourt,Obio- Akpor and Eleme) and four rural Local Government Areas (Ikwerre, Khana, Ahoada East and Ahoada West) in RiversState,Nigeria wereselectedusingthe non-proportional stratified random sampling technique. Data collecting instrument was titled“EthnoscienceLearningExperience forPhysicsTeaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t-test at 0.05 level of significance. The findings of the study revealed that the following themes (Interaction of Matter, Space and Time, Conservative Principle, Waves: Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physicscurriculumshould consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. KEYWORDS: Ethnoscience, Learning, Experience, Physics, Curriculum, Teachers How to cite this paper: Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development(ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2, February 2021, pp.114-122, URL: www.ijtsrd.com/papers/ijtsrd38364.pdf Copyright © 2021 by author(s) and International Journal ofTrendinScientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative CommonsAttribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0) INTRODUCTION The world is a store houseof inexhaustibleknowledge which is open for humans to harness in ensuring quality life sustainability. Theprocessof harnessingnatures’knowledge is continuous leading to unlimited expansion, exploration and innovation. In understanding nature, the study of science plays a fundamental role. Science is a body of knowledge, a means of investigation or system of thinking towards the realization of understanding nature. Science strengthens commitments of man to free enquiryandsearch for truth as its highest beauty and obligation of nature. Bell and Linn (2000) posited that apart from science being body of knowledge, it is also a means of knowing. An important underlying feature for knowledge structure in science is the understanding of the intrinsic interactingelementsinnature which is a platform for its description, explanation and prediction. Science is purely reliant on the dynamics of natural phenomena and their fundamental states which are achieved through the observation of cause-effect relationships and data generated based on empirical and quantitative measurement. Next Generation Science (2016) explained that natural phenomenon are observable and real and they exist in our world and it is the scientificknowledgethatcanbe employed for their prediction and explanation. Natural occurrences that form the body of knowledge domiciled in nature for science teaching and learning are quite enormous. Understanding the concept of floatation that was built from the Archimedes’ principle, to Isaac Newton’s gravitational law that emanates from the downwards force exerted by earth, to the formation of rainbow which is explained from the concept of dispersion of light, the focus of science educators has always been onwaysstudentscandevelopthe construction and understanding of scientific knowledge through the study of natural events. ArokoyuandAderonmu (2018) asserted that understanding science from the naturalistic perspectives makes one a better science practitioner. Despite the centrality of the knowledge component of nature in science, the teaching of science has obviously neglected those fundamental components that enrich the contents of science. The consequence have been the inability for students to apply scientific knowledge obtained from the class to a real world context. The direction of science learning has swung from the initial idea of just learning the scientific concept to an in-depth understanding or figuring out the “how and why”something happens in nature. It is not enough for science teachers to define and possiblyexplainArchimedesprincipletostudents but importantly engage them in a more evidence–based discovery form of learning. Reflecting on this, Physics teachers plays important roles in the dissemination of IJTSRD38364
- 2. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 115 knowledge to their students. What happen during the teaching and learning of Physics is critical because teachers controls what is taught, how is taught and have direct contact with their students. It therefore implies that Physics teachers’ knowledge, skills and disposition is a function of students’ achievement in the study of Physics. It is important to state that Physics teachers cannot teach in isolation because they rely on the science curriculum which acts as a guide during the journey of knowledge transmission. The science curriculum is one key component that is essential for the development of scientific knowledge of students. Curriculum is set of actions or activities that are geared towards achieving desired goals and objectives through a formal system of education. Ndioho and Aderonmu (2014) pointed out thatthePhysicscurriculumin its totality is the platform and means towards ensuring functional and quality Physics learning. Learning experiences that are associated with the curriculum should be cumulative in the development of the learners’ views about Physics and ways of understanding scientific ideas through natural phenomenon. Physics is a science that studies the concepts of matter and energy and their interactions. In Nigeria, Physics is studied at the senior secondary school for 3 years, it is a fundamental science subject that prepares the foundation for further studies in sciences, engineering, environmental sciencesetc.Thefocus of Physics instructions is guiding students to effectively understand Physics concepts and be able to apply the knowledge in other situations. The objectives of Physics learning as stipulated in the Physics curriculum(FRN,2014) are to: 1. provide basic literacy in physics for functional living in the society 2. acquire basic concepts and principles of physics as a preparation for further studies 3. acquire essential scientific skills and attitude as a preparation for the technological application of physics 4. stimulate and enhance creativity The essence of designing and implementing curriculum isto guide the teachers and students towards the achievement of set goals at the end of the programme.The NERDC Physics curriculum currently in use for teaching and learning of Physics in senior secondary schools is structured on the thematic approach in compliance to national and global issues. Thethematicapproachtocurriculumimplementation consists of a learning structure that is unified and reliant on ideally guided essential questions. Resor (2018) stated that the thematic curriculum approach provide a wide range of learning experience to learners such that learners begin to see relationships and connections across time, place, and disciplines. Also recommended was the guided discovery method as the teaching strategy to be employed in physics teaching. The guided discovery method de-emphasizes memorization, regurgitation of facts, and encourages experimentation. Six themes where highlighted for the physics curriculum which are; 1. interaction of matter, space and time 2. conservative principle 3. waves: motion without material transfer 4. fields at rest and in motion 5. energy quantization and duality of matter 6. physics in technology In Nigeria, research has revealed the abysmal failure of Physics students at the external examinations can be attributed to defects in the Physics curriculum (Adolphus, Torunarigha & Aderonmu, 2007). It is quiteunfortunatethat science teaching in our secondary schools is still dominated by European worldview. Analogies, examples and language that produces our secondary school graduatesareenshrined with western-oriented ideas. In this era that requiresurgent solutions to the ever changing issues in the society, overwhelming calls have been made for the refurbishing of the secondary school Physics curriculum based on the content selection and learning experiences that will be relevant and be of interest to Nigerian students. It is therefore imperative that an ethnoscienceculturallytypified curriculum that accumulates its content and learning experience from the immediate local environment is essential for Physics teaching and learning. Ethnoscience also known as indigenous knowledge is that type of knowledge that are derived locally and relevant for the explanation of science. It is a knowledge structure that employs local content and practice in solving scientific task from our natural environment. For instance, teaching Archimede’s principles of flotation using locally carved boats from wood, useofmud/clay(poor conductors of heat) for building huts and water preservation, thatch with poor absorption of water and also poor conductor of heat as roofs in buildings, local clean agents, balancing pot on the head duringtraditional festivals (center of gravity), aiming a bird using catapult (elastic properties of solids and projectiles), vibration of the skin of the talking drum when hit (vibratory motion and sound wave), backward jerking of hunters when firing of their gun (Recoil velocity) among others are obviously domiciled in our environments.Novika and Fajar(2016) stated that ethnoscience consist of a system of knowledge which provides explanation of the natural world with practical applications emanating for a cultural context. They further highlighted specific principles towards the integration of ethnoscience learning experience in the study of physics as; Knowledge of the history, methods, principles and development of learning physics. Mastering of competencies, principles and basic concepts of learning physics. Having the capability of pedagogy in the teaching of physics confidence that knowledge taught is valid. Paying attention to the diversity of the human, material and technique or source of education. Avoiding the dominant, dogmatic and moral elements. In a study carried out by Fasasi (2017) on the effect of ethnoscience instruction on learners’ attitude and performance in science, it was revealed that ethnoscience instruction enhanced learners’ performance and promoted their attitude towards the learning of science. It was further suggested that the use of ethnoscience for educational content and learning experiences should be maximally exploited. Davidson and Miller (1998) had proposed the use of ethnoscience approach in developing curriculum because it makes the curriculum relevant to the students in interest and provides a structure for the curriculum that systematically builds onthe studentsembeddedbackground knowledge. An ethnoscience curriculum approach will encourage teachers generate information from their immediate environment in teaching complex scientific
- 3. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 116 concepts. Abonyi, Achimugu and Adibe (2014) commented that ethnoscience based learning is the development of a model template that balance both local knowledge and western science through the pedagogical processes. Aim and objectives of the study The aim of the study is to investigate Physics teachers’ perspective on use of ethnoscientific learning experience for physics teaching. Specifically, the objectives of the study are to ascertain if the themes in the Nigeria secondary school Physics curriculum can be taught using ethnoscience learning experiences. Research questions 1. Which of the following topics in the themes “Interaction of Matter, Space and Time”canbetaught using ethnoscience learning experiences in the Physics curriculum? 2. Which of the following topics in the themes “Conservation Principle” can be taught using ethnoscience learning experiences in the Physics curriculum? 3. Which of the following topics in the themes “Waves: Motion without materials transfer” can be taught using ethnoscience learning experiences in the Physics curriculum? 4. Which of the following topics in the themes “Field at rest and in motion” can be taught using ethnoscience learning experiences in the Physics curriculum? 5. Which of the following topics in the themes “Energy Quantization and Duality of Matter” can be taught using ethnoscience learning experiences in the Physics curriculum? 6. Which of the following topics in the themes “Physics in Technology” can be taught using ethnosciencelearning experiences in the Physics curriculum? Hypotheses HO1: There is no significant difference between mean responses of Physics teachers in Urban and Rural schools on topics in the themes“Interactionof Matter, Space and Time” thatcanbe taughtusingethnoscience learning experience. HO2: There is no significant difference between mean responses of Physics teachers in Urban and Rural schools on topics in the themes“Conservation Principle” that can be taught using ethnoscience learning experience. HO3: There is no significant difference between mean responses of Physics teachers in Urban and Rural schools on topics in the themes “Waves: Motion without materials transfer” that can be taught using ethnoscience learning experience. HO4: There is no significant difference between mean responses of Physics teachers in Urban and Rural schools on topics in the themes “Field at rest and in motion” that can be taughtusingethnosciencelearning experience. HO5: There is no significant difference between mean responses of Physics teachers in Urban and Rural schools on topics in the themes “Energy Quantization and Duality of Matter” that can be taught using ethnoscience learning experience. HO6: There is no significant difference between mean responses of Physics teachers in Urban and Rural schools on topics in the themes “Physics in Technology” that can be taught using ethnoscience learning experience. Methodology The study adopted thecross sectional survey research design. This type of research design is significant when describing fundamental characteristics that exist in a population without the manipulation of any variable. The study was conducted in urban and rural areas of Rivers State, Nigeria. Rivers State lieson4°44'59.06"N,6°49'39.58" E and is bounded by Imo State on the north, Abia and Akwa Ibom States on the east, BayelsaState on the west and the Atlantic Ocean at the south. Rivers State comprises of 23 local governmentareaswith threemajorurbanareasnamely Port Harcourt, Obio-Akpor and Eleme Local Government Areas based on high population density of human settlement, infrastructural and built-up areas, while others are classified as rural arears. The population of the study consisted of 559 secondary school Physics teachers in teaching in schools located in both Urban and Rural areas of Rivers State, Nigeria. Using the non-proportional stratified random sampling technique, two strata were identified which were Port Harcourt, Obio-Akpor and Eleme local government areas as the urban areas with a total number of 381 Physics teachers while Ikwerre,Khana,Ahoada Eastand Ahoada West were categorized as rural areas with a total number of 178 Physics teachers. The teachers were randomly selected from each group a total of 243 physics teachers consisting of 138 teachers in the urban areas while 105 Physics teachers are in the rural areasin bothpublicand private secondary schools. The instrument for data collection was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” (ELEPTQ). ELEPTQ was developed to elicit Physicsteachers’ response on the need to include to include ethnoscience learning experience in the Physics curriculum. The questionnaire was divided into two sections AandB.section A was designed to obtain demographical information about the respondents for the study while section B was categorized into six sub-sections in accordance to the six themes of the Nigerian Physics curriculum. All the topics in each of the themes were identified from the three years of study programme and merged. Physics teachers response were categorized as Strongly Agreed (SA) = 4 points, Agreed (A) = 3 points, Disagreed (D) andStronglyDisagreed(SD)=1 point. The questionnaire was validated two Physics curriculum experts and two experienced secondary school Physics teachers. A pilot study was conducted to also establish the reliability of the instrument using 40 Physics teachersinbothlocations but were not part of the study. Test-retest method of an interval of one week was administered to the teachers used for pilot study. Data obtained from them were collected and analyzed using the Pearson Product Moment Correlation Statistics and a reliability coefficient index of 0.86 was obtained making the instrument 86% reliable to be used for the study. Data collected from the main study was analyzed using frequency count, mean, standard deviation and inferential statics of t-test at 0.05 level of significance.
- 4. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 117 Result Research question 1: Which of the following topics in the themes “Interaction of Matter, Space and Time”canbetaughtusing ethnoscience learning experiences in the Physics curriculum? Table 1: Analysis of Physics teachers’ response on the theme “Interaction of Matter, Space and Time” s/n Interaction of matter, space and time Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138 Mean Decision Mean Decision 1 Fundamental and derived qualities and units 4.12 Accepted 4.05 Accepted 2 Position, Distance and Displacement 3.27 Accepted 3.78 Accepted 3 Time 2.55 Accepted 3.03 Accepted 4 Speed and Velocity 3.10 Accepted 3.60 Accepted 5 Rectilinear acceleration 2.43 Accepted 3.32 Accepted 6 Scalars and Vectors 2.16 Rejected 2.11 Rejected 7 Motion and equations of Uniform Accelerated Motion 2.24 Rejected 2.75 Accepted 8 Projectiles 2.57 Accepted 4.22 Accepted 9 Equilibrium of forces 3.12 Accepted 3.90 Accepted 10 Simple Harmonic Motion 3.24 Accepted 3.88 Accepted Aggregate calculated mean 2.88 Accepted 3.46 Accepted Source: Researchers’ field work, 2020. Table 1 showed the analyzed response of Physics teachers on the topics that can be taught using ethnoscience learning experiences for the theme “Interaction of matter, space and time” in the Physics curriculum. Physics teachers in Urban and Rural schools both accepted that “Scalers and Vector” [Urban x = 2.16; Rural x = 2.11] do not havemeansofusing ethnoscience learning experiences to teaching the topic. The study also indicated that while Physics teachers in Urban settlement rejected that the topic “Motion and equations of Uniform Accelerated Motion” cannot be taught usingethnosciencelearning experience [Urban x = 2.24], the Physics teachers in Rural settlement accepted that the topic can be taught using ethnoscience learning experience [Rural x = 2.77]. The aggregate calculated mean response for both Urban and Rural Physics teachers indicated[x= 2.88] and [x = 3.46] respectively. The findings of the study therefore revealed that the theme “Interaction of Matter, Spaceand Time” can be taught using ethnoscience learning experiences. HO1: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe themes “Interaction of Matter, Space and Time” that can be taught using ethnoscience learning experience. Table 2: t-test computation on the theme “Interaction of Matter, Space and Time “based on Physics teachers mean response in urban and rural schools. Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Score Equal variances assumed .024 .877 3.108 241 .082 1.94493 .62576 .71227 3.17759 Equal variances not assumed 3.118 226.517 .087 1.94493 .62383 .71567 3.17419 Table 2 showed the t-test inferential statistics between urban and rural Physics teachers meanvaluesontheirresponseonthe topics that can be taught using ethnoscience learning experiences for the theme “Interaction of matter, space and time” in the Physics curriculum. The calculated t value is obtained as 0.082 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no significant difference between Physics teachers mean response on topics in the themes “interaction of matter, space and time” that can be taught using ethnoscience learning experience. Research Question 2: Which of the following topicsinthethemes“ConservationPrinciple”canbetaughtusingethnoscience learning experiences in the Physics curriculum?
- 5. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 118 Table 3: Analysis of Physics teachers’ response on the theme “Conservation Principle” s/n Conservative Principle Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138 Mean Decision Mean Decision 1 Work, Energy and Power 2.73 Accepted 2.59 Accepted 2 Heat Energy 3.31 Accepted 2.64 Accepted 3 Electric Charges 2.34 Rejected 2.20 Rejected 4 Linear Momentum 2.72 Accepted 2.55 Accepted 5 Mechanical Energy 2.66 Accepted 2.54 Accepted Aggregate calculated mean 2.75 Accepted 2.50 Accepted Source: Researchers’ field work, 2020. The analyzed data in Table 3 indicated that among the topics that is in the theme “Conversation Principle”. Physics teachersin urban [x = 2.34] and rural [x = 2.20] schools expressed that the topic electric charges cannot be taught through ethnoscience learning experiences. Based on the aggregate calculated mean, the findings of the study revealed that both urban and rural teachers accepted that the theme “Conservative Principle” can be taughtusingethnosciencelearning experienceswithmean[x = 2.75] and [x = 2.50] respectively. HO2: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe themes “Conservation Principle” that can be taught using ethnoscience learning experience. Table 4: t-test computation on the theme “Conservation Principle”based on Physics teachers mean response in urban and rural schools. Levene's Test for Equality of Variances t-test for Equality of Means F Sig. T df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Score Equal variances assumed 8.800 .463 2.641 241 .074 .88364 .33458 .22458 1.54271 Equal variances not assumed 2.520 177.196 .083 .88364 .35061 .19173 1.57556 The t-test inferential statistics shown in Table 4 is the analysis of urban and rural Physics teachers mean values on their response on the topics that can be taught using ethnoscience learning experiences for the theme “Interaction of matter, space and time” in the Physics curriculum. The calculated t value is obtained as 0.074 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no significant difference between Physicsteachersmeanresponse on topics in the themes “interaction of matter, space and time” that can be taught using ethnoscience learning experience. Research Question 3: Which of the following topics in the theme “Wave: Motion without transfer” can be taught using ethnoscience learning experiences? Table 5: Analysis of Physics teachers’ response on the theme Wave: Motion without transfer s/n Wave: Motion without transfer Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138 Mean Decision Mean Decision 1 Production and Propagation of Waves 4.21 Accepted 3.33 Accepted 2 Types of Wave 2.77 Accepted 2.54 Accepted 3 Properties of Waves 2.94 Rejected 2.51 Accepted 4 Light Waves 2.63 Accepted 2.57 Accepted 5 Sound Waves 2.81 Accepted 2.55 Accepted 6 Applications of Light and Sound Waves 2.72 Accepted 2.51 Accepted 7 Electromagnetic Waves 2.31 Rejected 2.37 Rejected Aggregate calculated mean 2.91 Accepted 2.63 Accepted Source: Researchers’ field work, 2020. Analysis on Table 5 indicated Physics teachers’ response on the topics in the theme “Wave: Motion without transfer”. It was shown that the teachers in urban and rural schools mentioned that the topic electromagnetic waves cannot be taughtthrough ethnoscience learning experiences. The findings of the study revealed that Physics teachers in urban [x = 2.91] and rural [x = 2.63] schools accepted that the theme “Wave: Motion without transfer” can betaught usingethnosciencelearning experiences.
- 6. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 119 HO3: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe themes “Waves: Motion without materials transfer” that can be taught using ethnoscience learning experience. Table 6: t-test computation on the theme “Waves: Motion without materials transfer” based on Physics teachers mean response in urban and rural schools. Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Score Equal variances assumed 6.296 .256 1.710 241 .089 .93623 .54766 .14257 2.01504 Equal variances not assumed 1.702 220.337 .090 .93623 .55000 .14770 2.02017 Table 6 shows the t-test computation on the theme “Waves: Motion without materials transfer” based on Physics teachers mean response in urban and rural schools. The calculated t value is obtained as 0.890 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no significant difference between Physics teachers mean response on topics in the themes “Waves: Motion without materials transfer” that can be taught using ethnoscience learning experience. Research Question 4: Which of the following topics in the theme “Field at rest and in motion” can be taught using ethnoscience learning experiences? Table 7: Analysis of Physics teachers’ response on the theme “field at rest and in motion” s/n Field at rest and in motion Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138 Mean Decision Mean Decision 1 Description and properties of fields 2.62 Accepted 2.57 Accepted 2 Gravitational Fields 2.94 Accepted 2.91 Accepted 3 Electric fields 2.93 Accepted 2.95 Accepted 4 Magnetic fields 2.74 Accepted 2.63 Accepted 5 Electromagnetic field 1.74 Rejected 1.57 Rejected 6 Simple A.C Circuit 2.33 Rejected 2.26 Rejected Aggregate calculated mean 2.55 Accepted 2.50 Accepted Source: Researchers’ field work, 2020. Table 7 showed the analysis of Physics teachers’ response if ethnoscience learning experiences can be used to teach topics in the theme field at rest and in motion. The study indicated that Physics teachers in urban and rural schools mentioned that topics like electromagnetic field [urban x = 1.74; rural x = 1.57] and simple A.C circuit [urban x = 2.33; rural x = 2.26] cannotbe taught using ethnoscience learning experiences. Based on the Aggregate calculated mean for both urban[x=2.55]andrural [x = 2.50] school Physics teachers, the findings of the study revealed that they accepted that the theme “Field at rest and in motion” can be taught using ethnoscience learning experiences. HO4: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe themes “Field at rest and in motion” that can be taught using ethnoscience learning experience. Table 8: t-test computation on the theme “Field at rest and in motion” based on Physics teachers mean response in urban and rural schools. Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Score Equal variances assumed 4-.010 .922 1.972 241 .072 .91346 .46324 .00095 1.82597 Equal variances not assumed 1.978 226.404 .049 .91346 .46188 .00333 1.82358 Table 8 showed the analysis of urban and rural Physics teachers mean values response on the topics that can be taught using ethnoscience learning experiences for the theme “Fieldatrestandinmotion”inthePhysicscurriculum.Thecalculatedtvalueis obtained as 0.072 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no
- 7. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 120 significant difference between Physics teachers mean response on topics in thethemes“Fieldatrestandin motion”thatcanbe taught using ethnoscience learning experience. Research Question 5: Which of the following topics in the theme “Energy Quantization and Duality of Matter” can be taught using ethnoscience learning experiences? Table 9: Analysis of Physics teachers’ response on the theme energy quantization and duality of matter s/n Energy Quantization and Duality of Matter Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138 Mean Decision Mean Decision 1 Particulate nature of matter 2.22 Accepted 2.07 Accepted 2 Elastic properties of solids 3.31 Accepted 3.24 Accepted 3 Crystal structure 2.94 Accepted 2.63 Accepted 4 Fluids at rest and in motion 3.22 Accepted 3.14 Accepted 5 Molecular theory of matter 2.13 Rejected 2.01 Rejected 6 Models of the atom 2.05 Rejected 1.94 Rejected 7 Nucleus 2.20 Rejected 2.02 Rejected 8 Energy quantization 1.97 Rejected 1.87 Rejected 9 Waves particle paradox 1.78 Rejected 1.80 Rejected Aggregate calculated mean 2.42 Rejected 2.30 Rejected Source: Researchers’ field work, 2020. The analyzed data in Table 9 indicated that among the topics that is in the theme energy quantization and duality, Physics teachers in urban and rural located schools accepted that topics such as Particulate nature of matter [urban x = 2.22; rural x = 2.07], Elastic properties of solids[urban x = 3.31; rural x = 3.24], Crystal structure [urban x = 2.94; rural x = 2.63] and Fluids at rest and in motion [urban x = 3.22; rural x = 3.14] can be taughtusingethnosciencelearning experiences.However, othertopics such as Molecular theory of matter, Models of the atom, Nucleus, Energy quantization and Waves particle paradox were rejected indicating that they cannot betaughtusing ethnosciencelearningexperiences.Basedontheaggregatecalculatedmean [urban x = 2.42] and [rural x =2.30], the findings of the studyrevealedthatthethemeenergyquantizationanddualitycannotbe taught using ethnoscience learning experiences. HO5: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe themes “Energy Quantization and Duality of Matter” that can be taught using ethnoscience learning experience. Table 10: t-test computation on the theme “Field at rest and in motion” based on Physics teachers mean response in urban and rural schools. Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Score Equal variances assumed 4.760 .030 1.791 241 .075 1.32547 .74001 .13224 2.78317 Equal variances not assumed 1.848 240.601 .066 1.32547 .71721 .08735 2.73829 Table 10 showed the t-test computation between urban and rural Physicsteachersmeanvaluesontheirresponseon thetopics that can be taught using ethnoscience learning experiencesforthetheme“Fieldatrestandinmotion”inthePhysicscurriculum. The calculated t value is obtained as 0.075 at a degree of freedom of 241 at 0.05 level of significance. Therefore,thehypothesis implies that there is no significant difference between Physics teachers mean response on topics in the themes “Field at rest and in motion”that can be taught using ethnoscience learning experience. Research Question 6: Which of the following topics in the theme “Physics in technology” can be taught using ethnoscience learning experiences? Table 11: Analysis of Physics teachers’ response on the theme “Physics in technology” s/n Energy Quantization and Duality of Matter Teachers in Urban Schools N = 138 Teachers in Rural Schools N = 138 Mean Decision Mean Decision 1 Battery and Electroplating 2.14 Rejected 2.11 Accepted 2 Electrical continuity testing 2.08 Rejected 1.96 Accepted 3 Solar collector 1.90 Rejected 1.70 Accepted 4 Solar energy panel 2.00 Rejected 1.80 Accepted Aggregate calculated mean 2.03 Rejected 1.89 Rejected Source: Researchers’ field work, 2020.
- 8. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD38364 | Volume – 5 | Issue – 2 | January-February 2021 Page 121 Table 11 showed the analyzed response of Physics teachers on the topics that can be taught using ethnoscience learning experiences for the theme “Physics in technology” in the Physics curriculum. The findings of the study revealed that Physics teachers both in urban [x = 2.03] and rural [x = 1.89] schools opined that all topicsinthe themePhysicsintechnology cannotbe taught using ethnoscience learning experiences. HO6: There is no significant difference between mean responses of Physics teachers in UrbanandRural schoolsontopicsinthe themes “Physics in Technology” that can be taught using ethnoscience learning experience. Table 10: t-test computation on the theme “Physics in Technology” based on Physics teachers mean response in urban and rural schools. Levene's Test for Equality of Variances t-test for Equality of Means F Sig. T df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Score Equal variances assumed .283 .595 1.816 241 .415 1.53292 .65278 .51881 .75297 Equal variances not assumed 1.906 182.883 .366 1.53292 .58837 .49378 .62795 Table 12 showed the analysis of urban and rural Physics teachers mean values response on the topics that can be taughtusing ethnoscience learning experiences for the theme “Physics in technology” in the Physics curriculum. The calculated t value is obtained as 0.072 at a degree of freedom of 241 at 0.05 level of significance. Therefore, the hypothesis implies that there is no significant difference between Physics teachers mean response on topics in thethemes“Fieldatrestandin motion”thatcanbe taught using ethnoscience learning experience. Discussion of findings Quality education that is geared towards enhanced human capital development that avails an egalitarian society is vastly hinged on the curriculum structure of that is employed for training in thatsociety.Thisisobviousbecause the education curriculum is a tool that translate the learning objectives into societal reality. The study was concerned with extracting ethnoscientific learning experiences for Physics teaching with the aim for curriculum implementation. The findingsofthestudythereforerevealed that the theme [Interaction of Matter, Space and Time], [Conservative Principle], [Waves: Motion without material transfer] and [Fields at rest and in motion] can be taught using ethnoscience learning experiencesasstatedbyPhysics teachers both in urban and rural schools. Also the study indicated that themes [Energy quantization and duality of matter] and [Physics in technology] cannot be taught using ethnoscience learning experiences. The findings of the study carried out by Rahmawati, Subali and Sarwi (2019) substantiates with the outcome of this study were it was indicated that the use of ethnoscience based module have significant impact on students’ learning by promoting active participation and independency towards the learning of science. Understanding of Physics concepts requires students to acquire detailsthataresimple and concrete which are related to their environment. When learning is derived from the immediate environment blended with local wisdom and systematic programme through a module students’ achievement is increased (Sudarim, Nuswowati&Sumarni, 2017). Other research findings also such as the one revealed by Ajayi, Achor and Agogo (2017) that teaching students the concept of separation techniques in chemistry using ethnochemistry approach enhances their performance significantly. Also Okwara and Upu (2017) showed that there is a significant difference in the mean achievement and interest scores of students taught using Ethnoscience Instructional Approach and their counterpartstaughtusingDemonstrationTeaching Method (DTM). Importantly, developing ethnoscience curriculum package for teaching Physics will help students understand the core of science and the connection between cultural and social domain by exploringscientificknowledge from the environment. Conclusion The teachers are seen as the curriculum implementers, which implies that they are major stakeholders considered during the curriculum development and implementation process. From the findings of thestudy,itwasconcludedthat Physics teachers both in urban and rural schools accepted that themes in the Physics curriculum such as Interaction of Matter, Space and Time, Conservative Principle, Waves: Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences. Teaching with Physics through the ethnoscience learning packagewiththelinkingofindigenous scientific knowledgeaugmentsstudents’motivationtowards and subsequent understanding of Physics concepts. Recommendation In light of the above findings, the study therefore recommended that Physics curriculum stakeholders and planners should consider the integration of ethnoscience learning experiences in the Physics curriculum so that the abstract nature of Physics learning will be eliminated. References [1] Abonyi, O. S, Achimugu, L &Adibe, N. (2014). Innovations in Science and Technology Education: A
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