Hybrid Ethno-Project Based Learning Integrated With Virtual Assistive Technology to Enhance Students' Critical Thinking in Fundamental Physics Course

Abstract

The study explores the implementation of a novel pedagogical approach, hybrid ethnoscience-project based learning (E-PjBL) integrated with virtual assistive technology (VAT), to cultivate CT skills among students in a basic physics course. The E-PjBL framework integrates relevant cultural contexts and real-world projects into the physics curriculum. The presence of VAT provides a visual learning experience regarding ethnoscience contexts while also serving as a means to explain physics concepts at a high level of abstraction. The findings of our experiments reveal that students exposed to this hybrid approach show significant improvement in their CT skills, such as analysis, inference, evaluation, and decision-making. This research contributes to the growing knowledge of effective pedagogies that support the development of CT skills in the context of physics.