Funds of knowledge and discourses and hybrid space

TLDR

The study analyzes how students’ funds of knowledge and discourse are strategically used in science class, and examines their implications for physical, political, and pedagogical third‑space transformations. Qualitative data and grounded theory were applied to a design experiment in a low‑income urban middle school during a 6th‑grade LiFE curriculum unit on food and nutrition. The experiment produced qualitative shifts in classroom discourse, revealing a changing role and understanding of students’ funds of knowledge that enhanced learning experiences and outcomes. © 2008 Wiley Periodicals, Inc.

Abstract

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. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 50–73, 2009