Science classroom practices in an Islamic religious secondary school: adapting classroom ethnography

Amnah Abdullah and Mohd. Zaki Ishak and Robert Francis Peters (2020) Science classroom practices in an Islamic religious secondary school: adapting classroom ethnography. International Humanities, Philosophy and Language, 3 (10). ISSN 2600-8270

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Abstract

This article is a response to the article “Classroom Ethnography: Adapt or Adopt?” The aim of this article is to guide potential local postgraduates on the coding process for the selected classroom ethnography which is not well understood. Qualitative data collection and data analysis were used from a larger ethnographic study. We explored in-depth the influence that culture has on learning science in an Islamic Religious Secondary School form five science classroom. The ethnographic fieldwork capturing the informants’ beliefs and values central to their distinctive way of life could provide emerging data for understanding the culture sharing group’s learning of science in a period of time. The choice of manual coding attempts to describe the nature of science classroom practices at this Islamic Religious Secondary School science classroom. This article presents findings that adapting classroom ethnography is possible. We found that the students’ initial sources of cultural influence are the nature of science classroom practices.

Item Type:	Article
Keyword:	Ethnography , Classroom ethnography , Qualitative data analysis , Coding , Sabah
Subjects:	B Philosophy. Psychology. Religion > BP Islam. Bahaism. Theosophy, etc ?? LB1603 ??
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	DG MASNIAH AHMAD -
Date Deposited:	21 Jun 2021 14:53
Last Modified:	21 Jun 2021 14:53
URI:	https://eprints.ums.edu.my/id/eprint/27311

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