Abstract
A comparative study of primary students' understanding of the Earth/Sun/Moon system was undertaken in Tasmania (Australia) and the Philippines. Comparable groups of students were interviewed in their home languages: English, Tagalog and B'laan. The B'laans are a tribal society, the Tagalogs transitional, and the Tasmanians western. The study attempts to provide insights about the effect of language and culture on students' understanding of science and to contribute to the broader debate on the choice of language of instruction in developing countries.
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