Framing Towards Culturally Relevant Practice in Nigerian Physics Education

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Supporting Sensemaking in Science Teaching and Learning

Abstract

Physics education in Nigeria is often criticized for being overly theoretical and disconnected from students’ cultural experiences. Students struggle to relate concepts to their lives, while teachers are frequently blamed for not using student-centered approaches. This critique, however, ignores colonial legacies and systemic barriers that shape teacher preparation and resource access. This study draws on interviews with two in-service physics teachers to explore how they navigate these challenges and attempt to make physics more relevant. Using framing theory, culturally relevant pedagogy, and the concept of coloniality, the findings show that although the curriculum and professional development still privilege Western ways of knowing, teachers are developing creative, culturally grounded strategies to help students connect physics with their identities and everyday realities.

Authors

• Lucky Chukwudalu Nonyelum, Create for Stem Institute

• Clausell Mathis, Michigan State University

• Ozlem Akcil Okan, Michigan State University

• Mathilda Smith, Michigan State University