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Running head: CONTEXTUALIZATION USING LOCALIZATION AND REACT

Contextualization Using Localization and

REACT Strategy in Teaching Science

Merv Lemuel C. Artiza

Romblon State University

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CONTEXTUALIZATION USING LOCALIZATION AND REACT
Abstract

This paper explains on how contextualization through the use localization and REACT Strategy

is necessary in concept building in Science. These are the emerging teaching strategy used to

understand and applied concepts in Science in order to gain the goal of quality education and to

develop student’s scientific and technological literacy. Contextualization is developing new

skills, knowledge, abilities and attitudes in students in presenting new subject matter in a

meaningful and relevant context. Localization on the other hand is relating the content of the

curriculum and the processes of teaching and learning to the local environment. Taylor (2004). REACT

Strategy was initiated by Center for Educational Research and Development in order to create learning

experiences using instructional methods that require their active participation in teaching-learning

process. This paper explains how this strategy done, the education philosophical background of this

approach, the benefits of using this research, and the different challenges in implementing this approach.

Keywords: contextualization, localization, REACT strategy

Contextualization Using Localization and

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CONTEXTUALIZATION USING LOCALIZATION AND REACT
REACT Strategy in Teaching Science

Contextualization refers to the educational process of relating the curriculum to a particular

setting, situation, or area of application to make the competencies relevant, meaningful, and useful to

learners. Localization as one of the degrees of contextualization is defined as the process of relating

content specified in the curriculum to local information and materials from the learner’s community.

REACT strategy is another teaching approach for contextualizing topics in Science initiated by the Center

for Educational Research and Development (CORD) in 1999. This strategy is designed for the students in

order for them to contextualize and internalize the lesson especially in Science. This paper explains the

importance of contextualization and localization in teaching-learning process, the education philosophical

background of this approach, the benefits of using this approach, and the challenges implementing this

research.

How is it done?

One of the features of the K to 12 Program is that the curriculum must be culture-responsive,

culture sensitive, integrative and contextualized, relevant and responsive. The Enhanced Basic Education

Act of 2013 (RA 10533), Sec. 5, paragraph (d) stated that the Department of Education (DepEd) shall

adhere to the following standards and principles in developing the enhanced basic education curriculum

must be contextualized and global. Paragraph (h) stated that flexible enough to enable and allow schools

to localize, indigenize and enhance the same based on their respective educational and social contexts.

The production and development of locally produced teaching materials shall be encouraged and approval

of these materials shall devolve to the regional and division education units. Contextualization refers to

the educational process of relating the curriculum to a particular setting, situation or area of application to

make the competencies relevant, meaningful, and useful to all learners. Contextualization may be

described and distinguished into two degrees: (1) Localization and (2) Indigenization.
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CONTEXTUALIZATION USING LOCALIZATION AND REACT
Localization refers to the process of relating learning content specified in the curriculum to local

information and materials in the learners' community. In localization, the learning content must include

the local information and local materials to be used in teaching. This will be done through the use of

examples used in lessons start with those in the locality. It also uses names, situations, setting needed to

give context to test questions or problem-solving exercises are those of the immediate community. Local

materials are used as often as possible in making instructional materials.

Indigenization refers to the process of enhancing curriculum competencies, education resources,

and teaching-learning processes in relation to the bio-geographical, historical, and socio-cultural context

of the learners' community. Indigenization may also involve the enhancement of the curriculum

framework, curriculum design, and learning standards of subject areas, guided by the standards and

principles adhered to by the national curriculum.

The Center for Educational Research and Development (1999), explained that curricula and

instruction based on contextual learning strategies should be structured to encourage five essential

engagement strategies. It is named as the REACT strategy: Relating, Experiencing, Applying,

Cooperating, and Transferring. The REACT strategies are designed to help learners build new skills and

knowledge regardless of their starting point.

RELATING: Learning in the context of life experience—everyday sights, events, and conditions—

allows learners to then relate those familiar situations to new information to be processed or problems to

be solved.

EXPERIENCING: Learning in the context of exploration, discovery, and invention—is the heart of

contextual learning. However, motivated or tuned-in learners may become as a result of other

instructional strategies such as video- or text-based activities, these remain relatively passive forms of

learning. And learning appears to "take" far more quickly when learners are able to manipulate equipment

and materials.
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CONTEXTUALIZATION USING LOCALIZATION AND REACT
APPLYING: Learning by using new concepts and information in a useful context allows learners to

envision future success in careers and postsecondary education. In contextual learning courses,

applications are often based on occupational activities—ideally authentic, non-contrived, real-world tasks.

These contextual learning experiences may be supplemented with presentations by guest speakers and

followed up with firsthand experiences such as plant tours, mentoring arrangements, and internships.

COOPERATING: Learning in the context of sharing, responding, and communicating with others is a

primary instructional strategy in contextual teaching. The experience of cooperating not only helps the

majority of learners learn the material, it also is consistent with the real-world focus of contextual

teaching. Employers value employees who can communicate effectively, who share information freely,

and who can work comfortably in a team setting. We have ample reason, therefore, to encourage learners

to develop these cooperative skills while they are still in the classroom where we can facilitate the

process.

TRANSFERRING: Learning in the context of existing knowledge, or transferring, uses and builds upon

what the learner already knows. Learning to transfer familiar information to new contexts helps learners

approach unfamiliar situations and problems with confidence.

Educational Theories Supporting the Approach

A literature review indicates that contextualization is grounded in a range of interrelated theories

about how people learn. These include researches on motivation theory, problem-based learning, social,

cognitive theory, learning styles, brain research, constructivism, progressivism, cognitivism, collaborative

learning, social learning theory and community –based learning theory.

Brain research theory helps us to understand how we learn and can stimulate a student’s brain

to develop patterns and create meaning by linking experience and sensory stimuli to new knowledge

through real-life application.

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Collaborative learning theory assumes that students create learning within this social context

rather than within the solitary confines of their own studying or by just listening to the instructor. This

approach is also distinct from “cooperative learning” which many theorists deem more appropriate for

children; collaborative learning is more closely aligned with the needs of adult learners and adult

education (Van Hook, 2008).

Another is John Dewey’s theory of Constructivism. This theory encourages the students to

create their knowledge based on their own experience, applying these ideas to a new situation, and

integrating the new knowledge gained by pre-existing intellectual constructs (Berns and Erickson, 2001).

It can be gleaned also from John Dewey progressivism in which it helps students to study well if

they learn about something that they have known. Teaching-learning process will be produced if the

students are involved actively in the teaching- learning process at school.

The theory of Cognitivism also influences the philosophy of contextual teaching and learning

(CTL). The students will learn so well if they actively involved in the classroom activities and have a

chance to inquire it by themselves.

In keeping with the philosophy of Contextualized Teaching and Learning (CTL) and learning

styles sensitivity, Brown (1996) also suggests “personalizing the learning environment, have the students

related personal experiences to content” helps learners engage the material and makes learning more

powerful and significant (Silverman & Casazza, 2000).

Another relevance and highlights of CTL summarized by Baker, Hope & Karandjef (2009), is the

motivation theory that asserts learners to be self-directed, enriched by a diversity of personal experience,

ready to learn, life-centered, task- centered and problem-centered and motivated by internal factors.
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As an intentional dimension of the curriculum, community-based learning helps students acquire,

practice, and apply subject matter knowledge and skills. At the same time, students develop the

knowledge, skills, and attributes of effective citizenship by identifying and acting on issues and concerns

that affect their own communities.

Social cognition theory emphasizes the primary role of culture in knowledge construction. In

other words, cognitive development occurs as children acquire information from the surrounding culture,

typically processing it, directly or indirectly, through interactions with a teacher, parent or friends who

transfer knowledge from that culture.

Situated learning theory also hold that social interaction plays a major role in constructing

knowledge. Learning arises out of a specific activity, context, and culture. It occurs in a “community of

practice” organized around certain beliefs, behaviors, and knowledge.

Harvard psychologist Howard Gardner’s theory of multiple intelligences counters the view of

intelligence as a single trait or set of traits that some people have more of or less than compared to others.

Learning can be facilitated by activities that allow children to learn in harmony with their own unique

minds.

Benefits of Using the Approach

Ballesteros (2015) stated that there is an improvement in the performance of the learners in Earth

Science after being exposed to localization and contextualization of science activities as described to have

a “proficient” level. He also said that localization and contextualization approach to learning is an

enhancement, empowered and innovative strategy in teaching science.

Bilgin, et al., (2017) explained the use of REACT strategy of contextualizing concepts in Science.

REACT strategy was more effective than control group in terms of changing alternative concepts in

relation to subject of particles making up the matter. Visual materials can be designed to teach abstract

concepts which they do not make sense and encounter in daily life.
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Utami, et al., (2016) studied that it is important to achieve learning competencies to develop

learning experiences by providing opportunities for learners to master the competencies necessary for life

in the present and the future. Learning must also be designed to provide the widest possible learning

experience for students in developing the ability to act, have knowledge, get skilled, and act. One of the

efforts is to apply REACT strategy in learning Geography which is proved that it can increase learning

motivation and participation. REACT strategy can improve the geography skills of students in grade 11

students at a high skill level.

The REACT strategy helped the 12th grade students in retaining their newly gained conceptions

in long-term memory even one month after the teaching intervention about alkenes. The REACT strategy

was effective in helping 12th grade students to provide links between the scientific concepts and the

context related to the daily life. (Karsli & Yigit, 2017)

This study revealed that explanation assisted REACT strategy which was based on context-based

approach was found more effective than the traditional teaching approach on impulse, momentum and

collisions topic. And according to this findings, it is evident that in physics teaching explanation assisted

REACT strategy has positively affected students’ learning. (Ultay et. al, 2017)

Challenges in Implementing the Approach

The United Nations Educational, Scientific and Cultural Organization – International Bureau of

Education (UNESCO-IBE), (2009) stated that the relevance of curriculum content is a crucial dimension

of quality education. The promotion of localized curricula is a way of encouraging such relevance in very

different local, cultural and socio-economic contexts. It is an important component of the decentralization

of education, governance and management.

The localization of the curriculum can allow learning to become more meaningful and relevant. It

supports policy formulation and standard setting for reform of the curriculum and the impact of this on

teacher skills and knowledge. Localization will involve the use of local materials both as the subject and
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object of instruction. Localization will also involve making the local culture an integral part of the

curriculum.

However, there are a number of constraints in the devolution of responsibility for curricula to

local levels, including lack of local technical expertise and material resources, fear of the unknown and

resistance to change among teachers and local educators.

But through this constraints, it will be managed through:

A. Developing a curriculum framework, including a clear set of curriculum standards, at the central level.

B. Ensuring compliance with these standards in local and school developed curriculum, either through

paper-based accreditation or endorsement processes or through supervision and monitoring processes (or

both).

C. Providing training of local and school based curriculum developers.

D. Ensuring clear and open communication exists between central and localized authorities.

References

Baker, E.D., Hope, L., & Karandjeff, K. (2009). Contextualized teaching and learning: a faculty primer.

Sacramento, California: W.H. Freeman Publishing Company.

Ballesteros, J.O. (2016). Localization and contextualization of science activities in enhancing learners’

performance. Retrieved from

https://www.academia.edu/26424467/Localization_and_Contextualization_of_Science_Activities_in_Enh

ancing_Learners_Performance

Berns, R.G., & Erickson, P.M. (2001). Contextual teaching and learning: preparing the students for the

new economy. Louisville: University of Louisville.

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CONTEXTUALIZATION USING LOCALIZATION AND REACT
Bilgin, A.K., Yürükel, F.N.D., & Yiğit, N. (2017) The effect of a developed REACT strategy on the

conceptual understanding of students: particulate nature of matter. Journal of Turkish Science Education,

14(2), 65-81. doi: 10.12973/tused.10199a

CORD, (1999). Teaching science contextually, CORD Communications, Inc., Waco, Texas, USA.

International Bureau of Education-UNESCO. (2009). Training tools for curriculum development. a

resource pack. Retrieved from

http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD/sitem

ap/Module_4/Module_4.html

Karsli, F. & Yigit, M. (2017): Effectiveness of the REACT strategy on 12th grade students’

understanding of the alkenes concept, Research in Science & Technological Education,

DOI:10.1080/02635143.2017.1295369

Silverman, S.L., Casazza, M.E. (2000). Learning and development: making connections to enhance

teaching. San Francisco: Jossey-Bass Publishing Company.

Taylor, E.W. (2004). The theory and practice of transformative learning: a critical review. Journal of

Education. (374), Retrieved from https://files.eric.ed.gov/fulltext/ED423422.pdf

Ültay, E. & Alev, N. (2017). Investigating the effect of the activities based on explanation assisted

REACT strategy on learning impulse, momentum and collisions topics. Journal of Education and

Practice, 8(7), 174-186.

Utami, W.S., Sumarmi, Ruja, N.I., Utaya, S. (2016). REACT (relating, experiencing, applying,

cooperative, transferring) strategy to develop geography skills. Journal of Education and Practice, 7(17),

100-104.
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Van Hook, S.R. (2008) Theories of intelligence and motivation as a basic educational praxis. Retrieved

from

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