Why Does Culture Affect Science Learning?

Culture itself has elements that are universal These elements exist and exist in all cultures of all nations of the world. These seven elements are languages, information systems, social organizations, living systems and technologies, living livelihood systems, religious systems, and the arts.

Culture has significance for a nation. Culture is a national identity or a unifying tool. culture depends on what the typical culture has. The results not only belong to a nation but already can be shared, namely the world community. In principle, the cultural results of a nation can be grouped into two major parts, which can be touched and can not be touched.

Tangible cultural results, such as temples, palaces, and physical objects. Unintended cultural results are observed by sight. The art of performances and customs of a tribe is the result of that unfathomable cultural result.

Need Recognition from all parties that Learning as a System

Learning has components that interact to achieve a goal. Systems, methods, and evaluation. Sort of components that interact and interact to achieve a goal. To know the level of a goal. Therefore in the learning process faced to the question as follows:
 What goals are achieved?
 What study materials are the students learning to achieve a goal?
 What teaching methods are effective for driving students to their goals?
 What are Relevant Learning Tools to assist with the additional process of a goal?
 How to conduct an Evaluation to assess the success of a goal?

How To Relation Physics With Social Culture

To be more details let us understand the description below:

1. Using psychological theory rooted in personal constructivism
2. The sociological perspective rests on social constructivism

SCIENCE AFFECTS CULTURE. The most obvious effect of science has been its medical and technological applications, with the accompanying effects on health care, lifestyles, and social structures. But science also influences culture, in many modern societies, by playing a major role in shaping cultural worldviews, concepts, and thinking patterns. Sometimes this occurs by the gradual, unorchestrated diffusion of ideas from science into the culture. At other times, however, there is a conscious effort, by scientists or nonscientists, to use "the authority of science" for rhetorical purposes, to claim that scientific theories and evidence support a particular belief system or political program. [1]

According to my observations of researchers and educational experts, I am currently trying to use the anthropological theoretical view. According to an anthropological perspective, the teaching of science is considered a culture of transmission and learning of science as a cultural acquisition. The process of teaching and learning in the classroom can be likened to the process of transfer and acceptance of culture from teachers and students.

I like, the word culture in the aspect of the order of symbols and the meaning of social interaction of a society. On the basis of this limitation, science can be accepted as a cultural sub-culture of a country, and western science is a subculture of science. Therefore, the traditional science (ethnoscience) of a community in a non-Western country is a subculture of the community's culture. Because the culture of students has a strong influence on how to learn to learn.

So many reasons among others:

1. State failure in the framework of nationalizing the science curriculum in schools.
2. This failure is caused by the internalization of the science curriculum without the back border of architecture that grows in a country.

In detail, the second cause the failure of science learning process in schools because of the mismatch between the culture owned by students such as:
a. Language
b. Trust
c. The outlook on the natural world with the 'culture' of science is contained within each subject of science.
d. The cultural background of each student Follows the student is in the concept and concept concepts that exist in the school.
e. Specifically, those with culturally based on society participate in interpreting and absorbing new knowledge or concepts of science.

Can be interpreted here in the cultural context students have a way of knowing which is different from students in other regions or countries. The influence of cultural background that students have on the Physics learning process there is two kinds.

1. Positive Influence will arise if the material on Physics learning in the school being studied is aligned with the knowledge (culture) of the students every day. In this circumstance, the learning process supports the students' view of the natural surroundings. This kind of learning process is called the process of enculturation.
2. Classroom physics learning process becomes 'disturbing' when the subject of Physics is not aligned with the cultural background that is rooted in the students themselves, as well as the teacher trying to 'impose' the truth of the subject matter of Physics by way of marginalizing the previous student's knowledge.

Although it may be the process of learning assimilation does not make students alienated from the culture, but still will alienate students from Science. This leads them to be creative by creating a fake 'intelligent' way of learning.

Application of Physics in Socio-Culture

In spite of the great virtues of science and the positive impact on science on human beings at large, it is important that we are conscious of how science is being practiced at the working level and how it may develop undesirable traits over a period of time. Such introspection and alertness are necessary to preserve the culture of science and science itself in the long run. The decreasing enthusiasm for science and the low priority it receives in the value system in many societies and amongst the younger generation makes it imperative to examine certain features that have emerged over the recent past. I shall attempt to examine some of these issues briefly. [2]

In the integration of cultural values. In the teaching of physics Teachers must:
a. It gives students the opportunity to express their thoughts, to accommodate students' concepts or beliefs, rooted in traditional science.
b. Presenting to students examples of peculiarities or 'miracles' (discrepant events) which are actually commonplace according to the standard concepts of science.
c. Encourage students to actively ask questions.
d. Encourage students to create a series of schemes on concepts developed during the Teaching and Learning Process.

Then, teachers should view education as a vehicle for students' empowerment in conceptual conception, not as experience or eviction of traditional science concepts that have been embedded in students with the concepts of world science domination.

How about the Evaluation of Culture-Based Physics Learning

When scientists generate and evaluate experiments (i.e., when they design experiments), they consider the current state of theory evaluation; they check for gaps in their knowledge of systems; and they do thought-experiments for a variety of potential experimental systems, looking for systems that might produce useful results. [3]

Learning evaluation process. the concept of assessment of learning outcomes based on Physics learning.

1. culture as some representation which means student's learning outcomes rate through various techniques and measuring tools, students also express their victory in various forms.

2. Students are given freedom in expressing the results of these learning activities. Previously the teacher must know the starting point when studying and the end point of learning so need to pre-test and post-test each student per individual.

3. Efforts Students show success in the process of creation it can be done in various ways form of media. For example with posters, poems, paintings, comic strips, diaries, scientific reports of personal research, carvings, sculptures, and others.

4. Assessment other than done by self-assessed da also by other students.

5. The Teacher determines criteria, eg assessment based on understanding the concept of Physics, in assessment.

6. Teachers together with students can determine agreements and criteria that can be used to assess the variety of student learning outcomes.

Conclusion

A piece of this paper can be concluded between man and culture is something that cannot be full, something complex, complicated, raw.

Each other interrelated, guiding each other because humans are creators and simultaneously users of human culture is there then there is a culture exist

---

Reference

EndNote:

1. Education and science source
2. Science - Culture source
3. Education source

Thank you for visiting my blog and best regards @sward