Young Children's Funds of Knowledge in the Robotics-Integrated Engineering Design Process (Poster 10)

• In Event: AERA Poster Session Sixteen
  In Poster Session: Emerging Technology

Abstract

This qualitative case study explores how six- and seven-year-old children’s funds of knowledge mediated their learning of robotics-integrated engineering content. Drawing on funds of knowledge (Moll et al. 1992), the findings of this study show 1) children’s funds of knowledge were leveraged and hybridized with their STEM knowledge in each phase of the engineering design cycle, 2) children’s mutual funds of knowledge enabled them to collectively engage in engineering practices, and 3) children needed pedagogical support in applying their funds of knowledge to the test-improvement cycle for more sophisticated engagement in engineering practices. This study discusses both the positioning of children’s daily knowledge and practice gained from out-of-classroom contexts and the pedagogical support needed for young children’s technology-integrated engineering learning.

Author

• Sung Eun Jung, University of Arizona
  Presenting Author