Teachers’ Experiences In Incorporating Students’ Funds of Knowledge to Promote the Learning of Science  

Oleh:

Rohandi

Jenis: Article from Journal - ilmiah nasional - terakreditasi DIKTI
Dalam koleksi: Cakrawala pendidikan vol. 33 no. 3 (Oct. 2014), page 421-433.
Topik: funds of knowledge; secondary school; teaching science
Fulltext: 2386-6593-her-PB.pdf (186.9KB)

Isi artikel

One area of interest for science educators in developing countries and in non-Western settings is the nature of interaction between traditional practices and beliefs existing in the communities in which students live and the science taught in schools. The purpose of this study is to consider cultural issues in the context of the teaching of science in Indonesia. The connection between students’ culture, home experiences and experiential knowledge of students which is identified as funds of knowledge have been incorporated into learning science. This study took place within two sub-urban Junior High Schools in Indonesia. Two teachers and 173 students (94 males and 79 females) participated in this study. This study findings reveals that “compatibility” between students’ real-life experiences, their funds of knowledge, and science concepts can be the major factor in sustaining science learning in science classes. It is important worthwhile to develop the teaching and learning of science which put emphasis on incorporating students’ funds of knowledge especially in presenting science that is relevant to students’ everyday life.

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