Tensions in the Third Space: Locating Relevancy in Preservice Science Teacher Preparation

Handa, Vicente C.; Tippins, Deborah J.

doi:10.1007/s10763-012-9364-x

Cited by 15 publications

(12 citation statements)

References 25 publications

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“…Six studies identified funds of knowledge of local communities, focusing on STEM ideas and practices related to their cultural practices (Albrecht & Upadhyay, 2018;Alvaré, 2017;Ewing, 2014;Handa & Tippins, 2013;Harper, 2016;Svarovsky et al, 2017). Studies often involved researchers physically entering community spaces, which is crucial to the ethnographic methods used in Moll et al (1992).…”

Section: Identificationmentioning

confidence: 99%

“…Somali mothers who participated in the study viewed science as more useful when it connected to their home practices. Two studies identified community funds of knowledge related to village fishing practices (Ewing, 2014;Handa & Tippins, 2013). In Ewing (2014), Torres Strait Islanders shared community practices of dividing fish among family members, which involved the mathematical practices of sorting and partitioning.…”

Section: Identificationmentioning

confidence: 99%

“…In Ewing (2014), Torres Strait Islanders shared community practices of dividing fish among family members, which involved the mathematical practices of sorting and partitioning. Handa and Tippins (2013) explored the practices of a Filipino agriculture and fishing village, specifically rice cultivation using methods of sab-og (modern) or dapog (traditional), and palupad, a structure used to catch local shrimp and fish. Tensions existed between the new and old ways of rice cultivation, such as the continued use of fertilizers and pesticides despite the harmful effects on local fish populations.…”

Section: Identificationmentioning

confidence: 99%

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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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Section: Identificationmentioning

confidence: 99%

Section: Identificationmentioning

confidence: 99%

Section: Identificationmentioning

confidence: 99%

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Funds of Knowledge in STEM Education: A Scoping Review

Denton

Borrego

2021

Studies in Engineering Education

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“…Though the three had different prior experiences with diversity, Farnsworth maintained that community based inquiry can help support development of the synthesized identity. Handa and Tippins ( 2013 ) described how two pre-service teachers' extended community immersion in the Philippines created a 'third space' between centuries-old indigenous farming practices and the colonial infl uence of Western technology. With their host families, they located typically decontextualized science facts in community life and critically challenged assumptions in mainstream science education.…”

Section: Community Engagementmentioning

confidence: 99%

Social Justice and Teacher Education: Context, Theory, and Practice

Chubbuck

Zembylas

2016

International Handbook of Teacher Education

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Teacher education focused on social justice does not exist in a vacuum. Its theory and practice reside in a global context that can exert considerable infl uence on its formulation and expression, even as those very contexts also can be infl uenced by theory and practice as those develop over time. Examining the contextualization of teacher education for social justice with a delineation of its theory and practice is important to advance the fi eld. With that goal in mind, this chapter examines relatively recent scholarship-theoretical and empirical -on the context, theory, and practice of teacher education informed by goals of social justice.The timeliness of this review is clear. According to many educational theorists and researchers , primarily from 2008 to 2011 when publications peaked, the term 'social justice' is used generously throughout teacher education programmes, at least in the United States, with ill-defi ned meaning, often functioning more as emotionally evocative slogan than substantive guide

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“…For example, Kisker et al (2012) found that culturally-based lessons significantly improved Alaskan students" conceptual understanding of math. Additionally, in their research projects in a rural community in the Philippines, Handa and Tippins (2013) demonstrated how CSL helped prospective science teachers to move "beyond decontextualized science facts and concepts that have the potential to enclose rural communities, ecosystems, and people" (p. 261-262).…”

Section: Introductionmentioning

confidence: 99%

Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates

Díaz¹,

Bussert-Webb²

2017

International Journal of Research in Education and Science

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Article History Received: 17 August 2016This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community servicelearning program involving science and math. Knowing and affirming nondominant youth"s strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth"s interviews and TCs" pre-and final reflections, rapportbuilding analyses, a focus group, and lesson plans. We found TCs incorporated the youth"s funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs" future math and science teaching and can create a Third Space to explore math and science in culturally-relevant ways.

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Tensions in the Third Space: Locating Relevancy in Preservice Science Teacher Preparation

Cited by 15 publications

References 25 publications

Funds of Knowledge in STEM Education: A Scoping Review

Funds of Knowledge in STEM Education: A Scoping Review

Social Justice and Teacher Education: Context, Theory, and Practice

Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates

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