Abstract

This study discussed the importance of funds of knowledge as contextual knowledge to generate the impact of ‘resonance’ in sustaining students’ interest and motivation towards science, especially Physics. The funds of knowledge that comprises of cultural and language knowledge, which are richly embedded within the students due to daily interaction with family members, friends and community activities should be addressed, explored and utilized by science educators to generate the relationship between the science curriculum in school and students’ experience in community. The teaching and learning processes should be based on students’ cultural experiences and be contextually related to their rich community knowledge, so that an intersection occurs between the science curriculum and their community experiences. Example of a lesson plan integrating funds of knowledge in teaching Archimedes Principle was produced. The awareness and creativity of educators in adapting the repertoire of their own cultural experiences as well as students’ funds of knowledge would eliminate negative perceptions and difficulties in the understanding of Physics concepts.

Keywords:

Contextual knowledge, funds of knowledge, physics, teaching and learning,

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