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Cited by 72Educational Theory and Curriculum StudiesScience Education and PedagogyIndigenous and Place-Based Education

Funds of Knowledge in STEM Education: A Scoping Review

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Denton, Maya, Borrego, Maura·2021·Studies in Engineering Education
DOI 10.21061/see.19
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Abstract

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 assets-based 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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  1. Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). Teachers College Press.
  2. Ladson-Billings, G. (2004). New directions in multicultural education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 50–65). Jossey-Bass.
  3. Mejia, J., Popov, V., Rodriguez, V., Ruiz, D., Myers, P., & Spencer, J. (2019). Connecting to the physical space through funds of knowledge: Lessons learned from a STEM summer enrichment program. Paper presented at the 2019 ASEE Annual Conference & Exposition, Tampa, FL. DOI: https://doi.org/10.18260/1-2-32539 · DOI
  4. (self.__next_s=self.__next_s||[]).push([0,{"children":"window.__ENV__ = {\"RECAPTCHA_SITE_KEY\":\"6LewmWgkAAAAAOrvmLIIYYKKypUn6Yy_6gVykNAb\",\"SERVICE_CODE\":\"vt-j-see\",\"FRONTEND_URL\":\"https://seejournal.org\",\"FRONTEND_DOMAIN\":\"seejournal.org\",\"OJS_API_URL\":\"https://api.account.vt-j-see.ubiquityjournal.website/api/journal/1\"};","id":"public-env"}])This page is for printing. If you wish to read this article, please visit its full version.Funds of Knowledge in STEM Education: A Scoping ReviewMaya DentonMaura BorregoAbstractBackground: 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 assets-based 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.Year: 2020Volume: 1 Issue: 2Page/Article: 71–92DOI: 10.21061/see.19Accepted on Jan 10, 2021Published on Feb 12, 2021Peer ReviewedCC BY 4.0 · DOI

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Authors
Denton, M., & Borrego, M.
Affiliations
The University of Texas at Austin (US)
Corresponding author
Denton, Maya
ORCID
Venue
Studies in Engineering Education
Publisher
Virginia Tech Libraries
Published
2021-02-12
Volume
1
Issue
2
Pages
71
ISSN
2690-5450 (ISSN-L)
DOI
10.21061/see.19
OpenAlex
W3133021502
Cited by
72
References
68
Citations by year
2026: 10 · 2025: 14 · 2024: 16 · 2023: 15 · 2022: 14 · 2021: 3
FWCI
16.63
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Studies in Engineering Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Indigenous and Place-Based Education
Keywords
funds of knowledge, STEM education, engineering education, equity in engineering education, K-12 students, curriculum adaptation, teaching practice, student identity, self-efficacy, sense of belonging, after-school programs

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