Memetic Trends: Analysis and Evaluation of Science Memes as Cultural Unit and

Learning Tool
Judy Ann G. Advincula; Jean Rose E. Genova; Charmaine S. Nemiz
MEd-Biology, University of the Philippines-Visayas

Abstract

If genes are units of heredity, memes are cultural units for they transmit relevant information,
disposition, ideas and concept of a particular field, creatively and humorously presented in a
diagram, symbols, or collage and are stored in a prominent information pool- the different
social media platforms. To understand the acculturation and enculturation effect of these
memes, this qualitative research was conducted to analyze and evaluate the alignment of
collected memes to the content standards and science competencies based on the K-12 Science
Curriculum. Furthermore, this study ought to determine the perception of 14 science teachers
and 30 learners on the use of Science memes as a learning tool, this Academic Year 2019-2020.
The study reported that among 40 randomly selected science memes, 17 (43%) falls under the
category of Matter, 15 (36%) falls under Living Things and Environment, 6 (15%) falls under
Force, Motion and Energy, and 2 (5%) belongs to the category of Earth and Space. After the
categorization, these memes were subjected to analysis and was found out that 100% of
memes samples possess underlying competencies and content standards based on K-12 Science
Curriculum Guide. Furthermore, the study showed that among 30 learners a) 87% are familiar
and aware of the circulating internet memes and science memes on different social media
platforms, b) 87% of the participants have a positive perception on science memes when
integrated in teaching-learning context, however, c) 54% of these participants have reported
the teachers’ non-utilization of science memes in science subjects, and d) 70% of the
participants contribute in the propagation of science memes over social media. From educators’
perspective, it was found out that among 14 identified science teachers, a) 86% are fully aware
and familiar with the trends in memetics, b) when asked about their perception on a science
meme-integrated lessons, only one participant responded negatively, c) eight out of fourteen
teachers are using science memes in their academic instruction, and d) 2 there is an equal
percentage and distribution between teachers’ participation and non-participation in sharing
science memes over social media. Moreover, through thematic analysis, learners and educators
remark science memes as interesting and fun tool that improve retention, logical and critical
thinking skills of individuals. Thus, with the aforementioned results, the researchers concluded
that science memes can benefit both teachers and learners as these units of information have
the potential to embody necessary ideas and transmit desired culture of learning to anyone they
interest the most-- the learners. Thus from the results and conclusions, the researchers
recommend the utilization of science memes in teaching various science concepts.