Funds of Knowledge and Discourses and Hybrid Space
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Edna Tan, Assistant Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The findings reported on in this manuscript emerged from a design experiment conducted at a low-income urban middle school intended to support the teacher in incorporating pedagogical practices supportive of students‘ everyday knowledge and practices during a 6th grade unit on food and nutrition from the LiFE curriculum. In studying the impact of the design experiment we noticed qualitative shifts in classroom Discourse marked by a changing role and understandings of the funds of knowledge students brought to science learning. Using qualitative data and grounded theory we present an analysis of the different types of funds of knowledge and Discourse that students brought into science class. We focus on how the students‘ strategic use of these funds augmented the learning experience of the students and the learning community as well as the learning outcomes. We discuss the implications these funds of knowledge and Discourses had on the development of three related third space transformations: physical, political, and pedagogical.
Funds of Knowledge and Discourses and Hybrid Space
PDF (Portable Document Format)
759 KB
Created on 2/16/2011
Views: 8101
Additional Information
- Publication
- Journal of Research in Science Teaching, 46(1), 50-73
- Language: English
- Date: 2009
- Keywords
- sociocultural issues, urban education, middle school science