Young children learning about well-being and environmental education in the early years: a funds of knowledge approach

Edwards, Susan; Skouteris, Helen; Cutter-Mackenzie, Amy; Rutherford, Leonie; O'Conner, Mandy; Mantilla, Ana; Morris, Heather; Elliot, Sue

doi:10.1080/09575146.2015.1064099

Cited by 47 publications

(13 citation statements)

References 38 publications

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“…The ability of a teacher to effectively integrate issues of environmental concern in a specific subject depends on the knowledge content of the teacher in that specific subject and on numerous other proficiencies. Competent teachers have deep subject content knowledge, are skilled in the teaching profession, know how various learners learn different subjects, can apply an array of pedagogical strategies (Lupascu et al 2014;Yilmaz, 2011), and are also able to help learners draw a link between the subject content and lived experiences (Edwards et al 2016). Some studies also suggest that to a certain degree, there is a positive correlation between effective teaching and teaching experience (Kini and Podolsky, 2016;Rice, 2010).…”

Section: Professional Teacher Training and Teaching Experiencementioning

confidence: 99%

Factors bolstering the implementation of environment and sustainability education: A South African case study

Hebe

2021

Journal for the Education of Gifted Young Scientists

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Scholars, globally, acknowledge environment and sustainability education (ESE) as a key vehicle towards addressing the myriad of environmental challenges. This paper is premised on empirical evidence which succinctly points to the dearth of literature that focuses on the implementation of ESE in the realm of early childhood education (ECE). The approach adopted for this inquiry is a multiple-embedded case study, underpinned by an interpretivist qualitative research paradigm which focussed on four institutions enlisted for investigation. One-on-one interviews, participant observations and document analysis were used for data generation while thematic and domain analyses were used for data interpretation. The findings of this inquiry suggest that there are numerous factors that support the teaching of ESE. The researcher asserts that the findings highlighted in this paper corroborate those of numerous studies conducted elsewhere in the world. However, based on the findings, the researcher also notes and can thus conclusively aver that there is a dearth of research that focuses on enablers of ESE. Furthermore, the researcher recommends that more research be conduct which focuses on the investigation of the factors that support the environment-inclined pedagogy.

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Section: Professional Teacher Training and Teaching Experiencementioning

confidence: 99%

Factors bolstering the implementation of environment and sustainability education: A South African case study

Hebe

2021

Journal for the Education of Gifted Young Scientists

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“…Five studies described curriculum topics related to students' funds of knowledge (Brown et al, 2018;Durá et al, 2015;Edwards et al, 2015;Kafai et al, 2014;Miller & Roehrig, 2016). In three studies, curriculum topics were designed around the local culture and communities to which the students belonged (Durá et al, 2015;Kafai et al, 2014;Miller & Roehrig, 2016).…”

Section: Curriculummentioning

confidence: 99%

“…Aside from connections to students' cultures, one study identified potential curriculum topics in environmental education related to popular culture interests of students, mainly fast food and associated kids' meals toys (Edwards et al, 2015). Early childhood educators brainstormed educational topics related to food products, such as decomposition and composting, living things, packaging, and growing food.…”

Section: Curriculummentioning

confidence: 99%

Funds of Knowledge in STEM Education: A Scoping Review

Denton

Borrego

2021

Studies in Engineering Education

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Background: Assets-based research is becoming more widespread and may be particularly important as we continue to work towards equity within engineering education. It is important to understand how assetsbased theoretical frameworks have been taken up in STEM education research in recent years. Purpose: We examine how funds of knowledge (Moll et al., 1992), an assets-based framework, is applied in STEM education and can be used to advance engineering education research. Funds of knowledge was created to help K-12 teachers adapt their classroom teaching and curriculum to better serve their students. Scope/Method: Scoping review procedures resulted in 42 qualifying studies. We analyzed characteristics of the qualifying studies and qualitatively coded the use of the funds of knowledge framework. Codes included the following categories: identification, curriculum, teaching, and learning. Conclusions: Funds of knowledge is prevalent in the STEM education literature. Studies tended to be qualitative, with observations and interviews as the most common research methods. Research often took place both in the classroom and at after-school programs. Most studies centered on K-12 students and teachers, often focusing on how to improve teaching, curriculum and lesson plans, or the connection between the community and schools. Funds of knowledge may assist curriculum change in K-16 if used more widely in engineering education, which could have important implications for equity in engineering. Gaps and opportunities in the application of funds of knowledge in STEM education include assessing the efficacy of funds of knowledge interventions on students by connecting to student learning outcomes or theories of identity, self-efficacy, and belonging.

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“…Moll and colleagues (1992) used this concept in home-school studies in Mexico, establishing the 'accumulated bodies of knowledge of the households' (Vélez-Ibáñez & Greenberg, 1989) to enable researchers to better understand learning processes within families and their potential for classroom utility. FoK is frequently used in planning environmental education for young children (Edwards et al, 2016) and more widely, and is useful when considering family learning in this study.…”

Section: Funds Of Knowledge (Fok)mentioning

confidence: 99%