Connecting Science Instruction to Student Funds: Comparing Teacher and Student Perspectives in Middle School Classrooms (Poster 1)

• In Event: AERA Poster Session 4
  In Poster Session: Division C Section 1D: Science Poster Session 1 (San Diego)

Abstract

In this study, we analyzed whether or how middle grades science teachers used student funds of knowledge in their NGSS-aligned instruction using both student and teacher survey data. Student and teacher surveys were analyzed separately and then compared to better understand science instruction from both perspectives. We found that students felt the content they were exposed to in science class was generally interesting but not necessarily personally connected to them. Teacher reports indicated that they incorporated students’ initial ideas but needed support with integrating students’ diverse backgrounds and perspectives beyond the initial hook. Findings suggest that teachers need better support to integrate student funds in NGSS-aligned science classrooms.

Authors

• Meghan Macias, University of California - Santa Barbara

• Erik Arevalo, University of California - San Diego

• Ashley Iveland, WestEd