The study critically explored the case of Pangasinan
learners’ physics learning process using culture
and language-influenced curriculum materials in physics
(CLI-CMP). Case research using cultural historical activity
theory (CHAT) designed the study to provide unique ideas
on how socio-cultural theory, a recent field of study of
Physics Education Research, works best and contributes
through a bottom-up approach to the body of knowledge in
this research area. Sampled 48 grade 10 participants and
their physics teacher, a Pangasinan native, used the
designed CLI-CMP for 10 weeks to determine how effective
the tool is in addressing student misconceptions in
physics. Data gathered from the design and development of
the CLI-CMP, classroom observations, interviews, and
focus-group-discussions extracted information on how the
customized curriculum materials provided means of
meaning making and conceptual change, which may
eventually lead to achieving scientific literacy. The results
show that better conceptual understanding observed in the
physics class may be significantly due to the socio-culturally
influenced curriculum materials. Further analysis using
CHAT framework (methodical level) determined the
coherence and progressive characteristics of the activities
in a particular physics unit which matched Engestro¨m’s
expansive learning cycle and served as a suited tool to
mediate the subject to the object and to the goal attainment.
Exploration of the learning process using the epistemological
level of analysis of CHAT framework provided how
the mediating tool may have addressed the noted student
misconception emphasizing learning science as participatory
to the community and socio-culturally influenced.

EB00000002361K

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• Cultural Historical Activity Theory (CHAT): Influenced Case Research of a Philippine Physics Class