Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation
Advances in Sciences and Humanities
Volume 5, Issue 1, February 2019, Pages: 20-26
Received: Dec. 17, 2018; Accepted: Jan. 16, 2019; Published: Feb. 9, 2019
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Authors
Norjanah Umpara Derico, Sultan Langco National High School, DepEd-ARMM, Division of Lanao del Sur II, Malabang, Philippines
Wardah Dirampatun Guimba, College of Education, Mindanao State University, Marawi City, Philippines
Jerryk Comawas Alico, Senior High School, Mindanao State University, Marawi City, Philippines
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Abstract
Science textbooks are presumed to be indigenized, culturally sensitive, integrated with personal and ethical aspect of life and socially and environmentally aligned to the basic tenets of the k-12 basic education curriculum. This study is conducted to add to scanty literature on textbook analysis using Bennett's four core values of comprehensive multicultural curriculum in the Philippine context. These four core values are: (i) respect for human rights and human dignity, (ii) acceptance and appreciation and diversity, (iii) responsibility to the world community, and (iv) respect to the earth. Content analysis was employed in this study where both “manifest content” i.e. the visible, surface content and “latent content” or the underlying meaning of manifest content was examined. The researchers read and analyzed the content of the textbook based on the definition or set of words given then transcribed it on the checklist developed based on Bennett Conceptual model of comprehensive multiculturalism. After analyzing the data, the distribution and frequency of the core values were tallied, and calculated for its percentage and chi square test. Findings revealed that the Science Learner’s Material for Grade 10 elusively reflected multiculturalism in the textbook. However, portrayals of gender inequalities appeared in the textbook, males outnumbered the females. Teachers play major roles infusing and emphasizing multicultural elements in the teaching and learning process in the classroom. Textbooks developers need to pay more attention in incorporating multicultural elements in the Science textbooks and should promote gender equality representation in the textbook.
Keywords
Content Analysis, Science Textbook, Multicultural Reflection, Gender
To cite this article
Norjanah Umpara Derico, Wardah Dirampatun Guimba, Jerryk Comawas Alico, Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation, Advances in Sciences and Humanities. Vol. 5, No. 1, 2019, pp. 20-26. doi: 10.11648/j.ash.20190501.13
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Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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