Exploring ethnophysics as an epistemological approach in physics learning: a systematic literature review

Abstract

The integration of cultural knowledge in physics, often referred to as ethnophysics, has gained increasing attention as a way to make scientific concepts more meaningful and relevant to pupils’ everyday experiences. At the same time, ethnoscience often reflects traditional beliefs and cultural narratives that may differ from modern scientific perspectives. This study employs a Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to examine the role of ethnophysics in physics learning. From an initial pool of 299 articles, 61 were selected for detailed analysis. The findings indicate a growing interest in ethnophysics research, with most studies focusing on describing physics concepts within local cultural contexts. Work and energy emerged as the most frequently explored topic. Overall, ethnophysics shows a positive contribution to pupils’ learning, including improvements in problem-solving skills, academic achievement, scientific literacy, self-efficacy, and critical thinking. Instructional approaches such as ethnophysics-based instruction, cooperative learning, and direct teaching appear more effective than conventional methods in certain contexts, although their success depends on pupil characteristics and implementation. The review also highlights the use of the 4D and ADDIE models in developing learning tools, as well as the increasing integration of mobile technologies. These findings suggest that combining cultural context with technology can enhance engagement and support more inclusive physics learning.