Epistemology, culture and physics education: Implication for sustainable development

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dc.contributor.authorBadmus, Olalekan T.
dc.contributor.authorMustapha, S. I.
dc.contributor.authorOmosewo, E. O.
dc.date.accessioned2021-03-30T09:14:18Z
dc.date.available2021-03-30T09:14:18Z
dc.date.issued2018-07
dc.description.abstractThe knowledge and belief of a people form significant component of their culture. The culture is embedded in the ways they think, perceive and behave even in learning situations. How learning takes place have been established in the literature to depend significantly on attitude. Learners attitude towards learning encompasses the language, mode and competence in the delivery of instruction. Aboriginal language and culture influence learning and allow learners to embrace instructions with peculiarity to their lineage. This study examines the confluence of belief, culture, and learning of physics within and outside the classroom. Inferences drawn based on the findings of various researchers regarding all reflected components in this study. Specifically, this study investigated the extent to which all the aforementioned variable influence students learning of physics, taking into consideration the role of physics education in the attainment of Sustainable Development Goals (SDGs) of the United Nations.en_US
dc.description.sponsorshipSelfen_US
dc.identifier.urihttp://hdl.handle.net/123456789/4576
dc.language.isoenen_US
dc.publisherDepartment of Science Education, University of Ilorin, Ilorin.en_US
dc.relation.ispartofseriesVolume 11;Series 1
dc.subjectEpistemologyen_US
dc.subjectCultureen_US
dc.subjectimplicationen_US
dc.subjectSustainable Developmenten_US
dc.titleEpistemology, culture and physics education: Implication for sustainable developmenten_US
dc.typeArticleen_US

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