Exploring Life Science Teachers’ Views on Integrating Students’ Funds of Knowledge in the Teaching Process

Abstract

Every learner’s learning is enriched by their cultural practices, lived experiences, and practical skills. This concept, called Funds of Knowledge (FoK), explores how students’ FoK is integrated into the teaching and learning of science concepts by life science teachers. This was examined in this Interpretative Phenomenological Analysis study. The data were obtained from video transcripts of three different focus group discussions (FGDs), which were analyzed using thematic analysis. Students’ Funds of Knowledge (FoK), as perceived by Life Science teachers, can facilitate learning engagement and deepen conceptual understanding, since these teachers believe that students’ FoK are derived from their own experiences and cultural practices. The findings also revealed that certain strategies, such as background checking, home visits, and idea sharing, are key to identifying or capturing students’ FoK. Moreover, integrating FoK into Life Science concepts benefits the teaching and learning process by improving conceptual understanding, enhancing student engagement, and sustaining cultural identity. However, several challenges were also identified, including the time-consuming nature of developing FoK-based teaching methods, the lack of localized instructional materials, and the limited applicability of FoK to certain Life Science topics. Thus, this study recommends a grounded science education that is culturally inclusive and responsive to students’ needs.