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Exploring the Integration of Students' Funds of Knowledge in Learning Life Science Concepts.

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Bibliographic Details
Title: Exploring the Integration of Students' Funds of Knowledge in Learning Life Science Concepts.
Authors: Lapada, Aris A.1 aris.lapada@essu.edu.ph
Source: International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p297-314. 18p.
Subject Terms: *Life science education, *Cultural identity, *Student engagement, *Experiential learning, *Mixed methods research, *Teaching aids, *Collaborative learning, Hypothesis
Geographic Terms: Philippines
Abstract: The concept of funds of knowledge (FOK) recognizes that every individual, regardless of background or context, possesses a reservoir of unique lived experiences, skills, and cultural practices that can serve as a rich foundation for learning. Hence, this study was conducted to explore the effects of integrating students' FOK in learning life science concepts on students' views and conceptual understanding. This study employed a mixed methods research, specifically the explanatory sequential design. The study was conducted at the College of Education, Eastern Samar State University, Philippines, and included 74 first-year preservice teachers. The study revealed that the learning material based on students' FOK led to a transformation from negative opinions to more positive views of students on integrating students' FOK toward learning Life Science concepts. Moreover, the instructional material based on FOK was effective in improving the Life Science performance of students compared with those taught using the conventional teaching method. Furthermore, the qualitative data reported that the students were more engaged, enhanced their conceptual understanding in Life Science concepts, sustained their cultural identity, improved their collaboration skills and bridging theory and practice. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The concept of funds of knowledge (FOK) recognizes that every individual, regardless of background or context, possesses a reservoir of unique lived experiences, skills, and cultural practices that can serve as a rich foundation for learning. Hence, this study was conducted to explore the effects of integrating students' FOK in learning life science concepts on students' views and conceptual understanding. This study employed a mixed methods research, specifically the explanatory sequential design. The study was conducted at the College of Education, Eastern Samar State University, Philippines, and included 74 first-year preservice teachers. The study revealed that the learning material based on students' FOK led to a transformation from negative opinions to more positive views of students on integrating students' FOK toward learning Life Science concepts. Moreover, the instructional material based on FOK was effective in improving the Life Science performance of students compared with those taught using the conventional teaching method. Furthermore, the qualitative data reported that the students were more engaged, enhanced their conceptual understanding in Life Science concepts, sustained their cultural identity, improved their collaboration skills and bridging theory and practice. [ABSTRACT FROM AUTHOR]
ISSN:1694609X
DOI:10.29333/iji.2026.19316a