Enhancing Student Learning in Introductory Physics Through Funds of Knowledge
Researchers have reported funds of knowledge (FK) pedagogical approach effective in engaging minority students in learning. However, there is a lack of studies connecting FK to introductory college physics or physical science classes. By using examples from regional Mexican-American lived experiences at an Hispanic-serving institution located along the recently politicized U.S.-Mexico border, this paper provides evidence to show how physics educators can use FK to engage students in learning introductory college physics concepts.
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