PERC 2025 Abstract Detail Page
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| Abstract Title: | Framing towards culturally relevant practice for physics education in Nigeria |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Physics education in Nigeria is often critiqued for being overly theoretical and disconnected from students' cultural contexts and everyday lives. While students struggle to relate physics concepts to their lived experiences, teachers themselves are frequently blamed for lacking innovative or student-centered approaches. However, this perspective often overlooks the colonial legacies and systemic barriers that shape how teachers were trained and the resources available to them. This study uses interviews with two in-service physics teachers in Nigeria to examine how they navigate these constraints and strive to reframe physics teaching in ways that resonate with their students. Drawing on framing theory, culturally relevant pedagogy (CRP), and the concept of coloniality, the findings reveal that while the curriculum and professional development continue to privilege Western epistemologies and canonical physics knowledge, teachers are finding creative and culturally rooted ways to make physics more relevant and meaningful. |
| Session Time: | Poster Session B |
| Poster Number: | B-43 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Lucky Nonyelum Michigan State University East Lansing, MI 48823 Phone: 5174927581 |
| Co-Author(s) and Co-Presenter(s) |
Clausell Mathis (He/Him), Michigan State University Ozlem Akcil-Okan (Her/Her), Michigan State University Mathilda Smith4 (Her/She), Michigan State University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
