Lanterna Rally

Author: Ellen M. Lloyd

Publisher:

Published: 2010

Total Pages: 406

ISBN-13:

"Several researchers have pointed out the failures of current schooling to adequately prepare students in science and called for radical reform in science education to address the problem. One dominant critique of science education is that several groups of students are not well served by current school science practices and discourses. Rural students represent one of these underserved populations. Yet, there is little in the literature that speaks specifically to reforming the science education of rural students. Utilizing action research as a methodology, this study was designed to learn more about the unique knowledge and life experiences of rural students, and how these unique knowledge, skills and interests could suggest new ways to improve science education in rural schools. Informed by this ultimate goal, I created an after school science club where the participating high school students engaged in solving a local watershed problem, while explicitly bringing to bear their unique backgrounds, local knowledge and life experiences from living in a rural area of Upstate New York. Using Funds of Knowledge as the theoretical framework, this after-school club served as the context to investigate the following research questions: 1. What science-related funds of knowledge do rural high school students have? 2. How were these funds of knowledge capitalized on to support science learning in an after school setting? 3. Which of these funds of knowledge could be used in a living environment course and under what conditions? Data to inform these investigations were collected at different times throughout Fall 2009 semester including group discussions, student interviews, surveys, blog posts, project presentations, creation of digital scrapbooks, and a teacher log. Qualitative data analysis was used to identify key themes present within the data so as to draw conclusions relevant to each research question. These data analysis methods included use of grounded theory, including techniques like line by line coding and use of analytic memos. Iterative cycles of coding and theorizing, using a grounded theory approach, led to the identification of participants' funds of knowledge and the varied ways the authentic, field-based experience drew out and capitalized on these funds of knowledge. A different data analysis technique was used for research question three. For this question the emergent funds of knowledge codes were mapped to each of the New York State Living Environment core curriculum major understandings and performance indicators. Findings include the funds of knowledge one particular group of rural students brought to an out-of-school science learning experience. These funds of knowledge were varied, and some were linked directly to the students' rural community. Parent employment emerged as an important source of funds of knowledge for every student. In capitalizing on the identified funds of knowledge to support science learning in an after school setting, the value of uncertainty (designed or not) in learning experiences as natural spaces/opportunities for funds of knowledge to emerge and be used is revealed. Specific strategies for utilizing funds of knowledge, like debating problem selection or assuming roles, are considered as they might be utilized broadly across multiple science settings - both in school and out-of-school. The emergent funds of knowledge that could readily be used in a living environment course, as well as the conditions under which they would be most likely to be effectively integrated into instruction are also identified. Students' emergent funds of knowledge are correlated to specific Living Environment performance indicators. Specific conditions of the learning environment including small groupings of students, grounding in the local, engaging in field-work and hands-on experiences led to effective for funds of knowledge use in this study and could be applied in a Living Environment classroom. Varied potential ways each of these conditions could be realized in a living environment class curriculum are explored. The findings are used to explore the impact of action research. Implications of the research on personal practice, next stages of the action research spiral and possible future research are explored. Broader implications of the study include: a unique set of distinctly rural funds of knowledge, the importance of thick, multi-stranded relationships between teachers and students, and how uncertainty, designed or not, invites the identification and utilization of funds of knowledge. Possible applications of the study for curriculum developers, test writers and science teachers in general are also addressed"--Leaves ix-xii.