Funds of knowledge in making: reenvisioning maker education in teacher preparation

Abstract

Despite the growth of the Maker Movement, few studies have examined what learning opportunities in teacher education programs facilitate preservice teachers’ understanding of inclusive making for students from diverse backgrounds. This study explored how preservice teachers used their funds of knowledge for making projects in a STEM education course and how the use of these funds of knowledge influenced their perspectives on maker education. Guided by ethnographic research principles, we analyzed qualitative data collected from 15 preservice teachers. The findings show that preservice teachers used their diverse funds of knowledge in ways that: (a) transformed making practices into personally relevant learning activities, (b) positioned themselves as experts, (c) facilitated mutual learning, and (d) provided a significant resource for creative ideas in advancing making projects.

Keywords:

• Maker Movement
• maker education
• funds of knowledge
• teacher education
• inclusive making

Additional information

Notes on contributors

Myunghwan Shin

Myunghwan Shin is an Assistant Professor of STEM Education in the Department of Liberal Studies at California State University, Fresno. Dr. Shin’s research focuses on understanding what learning experience or support facilitates preservice teachers’ development of competence in teaching STEM to students from diverse backgrounds. Recently, Dr. Shin’s research involves maker education, design-thinking, and collaborative teacher inquiry.

Jane Jiyoung Lee

Jane Jiyoung Lee is a post-doctoral researcher of the CREATE for STEM Institute at Michigan State University. Her research area focuses on designing NGSS-aligned science curriculum and assessment. Dr. Lee received her Ph.D in science education specializing biology education.

Frederick Peinado Nelson

Frederick Peinado Nelson is an Associate Professor of Science Education and Chair of the Department of Liberal Studies at California State University, Fresno. His research interests are in the areas of reflective practice in teacher education, inquiry-oriented science teaching, and implementation of NGSS in teacher education. He received his Ph.D. in science education from the University of Florida.