Children's funds of knowledge and the role of the school (among other settings) in developing 'science-related capabilities'

Mathai, Sindhu (2018) Children's funds of knowledge and the role of the school (among other settings) in developing 'science-related capabilities'. In: Proceedings of epiSTEME 7: International Conference to Review Research on Science, Technology and Mathematics Education, Homi Bhabha Centre for Science Education. Cinnamon Teal, India, pp. 42-48.

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Abstract

The paper attempts to describe the funds of knowledge brought by middle school children while learning science in an informal setting. These play important roles in the development of ‘science-related capabilities’. The conceptual framework draws from the model developed by Gokpinar and Reiss (2016), which synthesises key concepts: habitus, capital and field from Bourdieu (1977), and capabilities and functionings from Sen (1999). The framework focuses on the role of outside school factors in developing these capabilities and its conversion to ‘science-related functionings’. This paper however, looks at a combination of within and outside-school factors, drawing from funds of knowledge. A case is outlined of a low-fee private school, in contributing to habitus and its conversion to capabilities. The conversion of capabilities to functionings will however need sustained engagements, in order to nurture children’s long-term relationships with science.

Item Type:	Book Section
Authors:	Mathai, Sindhu
Editors:	Editors Email ORCID Ladage, S. UNSPECIFIED UNSPECIFIED Narvekar, S. UNSPECIFIED UNSPECIFIED
Document Language:	Language English
Subjects:	Social sciences > Education
Divisions:	Azim Premji University - Bengaluru > School of Education
Full Text Status:	Restricted
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/5851
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