From Culture to Scientific Literacy: Cultural Integration Beliefs in Science Classroom Teaching

In today’s multicultural educational landscape, integrating cultural beliefs into science education was recognized as vital for fostering scientific literacy that is both inclusive and meaningful. This study examines the integration of cultural beliefs in science education among Bachelor of Secondary Education major in science students at Central Bicol State University of Agriculture-Sipocot. Using a descriptive survey with a structured questionnaire (N=40), it explores students' cultural beliefs, the extent of cultural integration in instruction, and related challenges. Findings indicate a neutral impact of cultural identity on science perspectives (mean = 3.37), with stronger agreement on the role of upbringing in trust in scientific institutions (mean = 3.66) and linking science learning to cultural identity (mean = 3.56). While students perceive cultural integration positively (mean = 3.76), the representation of non-Western scientific contributions remains limited. Additionally, cultural challenges in science learning are viewed neutrally (mean = 2.94). These results underscore the need for more inclusive science education that acknowledges cultural identity and enhances engagement.