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ERIC Number: EJ825215
Record Type: Journal
Publication Date: 2009-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Funds of Knowledge and Discourses and Hybrid Space
Barton, Angela Calabrese; Tan, Edna
Journal of Research in Science Teaching, v46 n1 p50-73 Jan 2009
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.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A