Unorthodox Process of Designing Culture and Language Sensitive Curriculum Materials in Physics (CLS-CMIP)
The study combined qualitative approaches with quantitative research design to develop culture and language sensitive curriculum materials in Physics (CLS-CMIP). The curriculum materials are intended to aid students in meaning making when learning about Physics concepts and achieve conceptual change, meaningful learning and enhanced attitude in science while preserving and assimilating their local culture, traditions, practices and home language or mother tongue. Significant contribution of the curriculum materials can betraced to establishing and defining the constructs and categories on how curriculum localization andcontext-based science learning can be developed aligned with students’ expectations and beliefs. Thedevelopment process employed non-conventional processes adopted from literature which included pilotstudy to identify specific practices, traditions, beliefs and products of Pangasinan which still exist and of use to the people of Pangasinan which can be integrated and utilized in contextualizing Physics lessons. Data analysis included descriptive statistics and Aiken’s content validity coefficient. Using the Culture and Language Sensitive Curriculum Material Evaluation Tool (CS-CMET), a high mean value of 4.65 out of 5.0 was obtained with the mean of 4.62 out 5.0 for the first construct: Culture and Language-Based Principlesand a mean of 4.67 out 5 for the second construct: Emphasis on Learning Science and Learning Culture, Language, and Literacy. In support to these ratings, the Interrater reliability (0.88) and intra-class correlation (0.98) emphasized that the developed curriculum materials were consistently rated by experts are content valid. These provide the idea that the developed Culture and Language Sensitive Curriculum Materials in Physics (CLS-CMIP) were highly influenced by Instructional Congruence Framework (ICF).
