Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2020; 70: 353-363
Published online April 29, 2020 https://doi.org/10.3938/NPSM.70.353
Copyright © New Physics: Sae Mulli.
Heung-Sang PARK, Sungmin IM*
Department of Physics Education, Daegu University, Gyeongsan 38453, Korea
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
As the number of multicultural families increases rapidly in Korean, schooling for the students from multicultural families becomes an important issue in science education. One of the problems is their low academic achievement due to educational inequality, so providing diverse learning opportunities can be an approach to solving this problem. In this study, we developed a science toy-making lesson based on basic physics concepts for the elementary school students from multicultural families and explored how this lesson might affect the students’ academic self-efficacy and their science learning experience. As a result of a quantitative analysis, no significant change in students’ academic self-efficacy was noted after the lesson. A phenomenological analysis shows that the science toy worked as a mediating artifact to induce students’ active engagement in science learning and allowed them agencies. Students experienced successes and failures during the design and the making processes, and such experiences gave them both difficulty and confidence in learning. However, cultural and linguistic differences had no effect on the science learning of the students from multicultural families.
Keywords: Science toy, Multicultural family, Academic self-efficacy, Phenomenology