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首页> 外文会议>International Conference on Mathematics and Science Education >The Identification of Local Science Learning Resources of Nusa Tenggara Timur for Developing Physics Instructions in High School
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The Identification of Local Science Learning Resources of Nusa Tenggara Timur for Developing Physics Instructions in High School

机译：NUSA Tenggara Timur在高中发展物理指示的地方科学学习资源

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This ethnographic study attempts to explore and identify the elements or cultural phenomena that can be integrated in physics learning and introduce students to the cultural values of daily life that are aligned with physics concepts. Culture based approach of contextual learning activities allows students to (1) construct the contextual meaning, values, and knowledge builds upon their prior knowledge and experiences as members of cultural society, (2) increase their engagement in learning so they can construct the knowledge themselves, (3) undertake their own exploratory projects to investigate some aspects of culture or local science that interests them, (4) be motivated to learn physics by their own curiosity. The identification results of NTT traditional culture that can be integrated into physics instruction included the system of livelihood, technology and equipment, and arts, such as (1) the traditional systems of units and measurement, (2) Newton's Law and its application in Pasola, traditional umbrella dance Enene, traditional house Ammu Hawu, (3) temperature, heat and heat transfer concepts in Tatobi, the cone-shaped roof function of Mbaru Niang, the making of Moke process, (4) work and energy in stone-dragging ceremony of Sumbanese megalithic royal gravestones Tena watu, Patar alu dance, (5) sound and waves concepts in Sasando, Kediding and Foy Pay, and so on. For Physics teachers to do this well, they must (1) be knowledgeable about the nature of Physics, (2) develop their own observational and exploratory skills of balancing local science with modern science.
机译：这种民族造影研究试图探索和识别可以融入物理学学习的要素或文化现象，并将学生引入与物理概念对齐的日常生活的文化价值。基于文化的语境学习活动方法允许学生（1）构建在其先前知识和经验中建立了文化社会成员的上下文意义，价值观和知识，（2）增加他们在学习方面的参与，因此他们可以构建知识（3）承担自己的探索性项目，调查文化或当地科学的某些方面，（4）被激发通过自己的好奇心学习物理学。 NTT传统文化的鉴定结果可以集成到物理学教学中，包括生计，技术和设备和艺术制度，如（1）传统的单位和测量系统，（2）牛顿定律及其在帕索拉的应用，传统的伞舞蹈Enene，传统房子ammu hawu，（3）温度，热量和传热概念在Tatobi，Mbaru娘的锥形屋顶函数，制作切割过程，（4）在石拖动中的工作和能量Sumbanese Megalithic Royal Gravestones Tena Watu，Patar Alu Dance，（5）声音和波浪概念在Sasando，Kediding和Foy Pay等。对于物理教师来说，他们必须（1）了解物理学的性质，（2）制定自己与现代科学平衡当地科学的观察和探索技能。

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