Enhancing Student Learning of Introductory Physics Through Funds of Knowledge

Previous research has established the pedagogical approach of Funds of Knowledge (FK) as effective in engaging minority students in learning. However, there is a lack of studies connecting FK to the teaching of college-level introductory physics or physical science courses. This study addresses that gap by incorporating the lived experiences of regional Mexican-American communities as examples in physics instruction at a Hispanic-serving institution located along the recently politicized U.S.-Mexico border. The findings provide evidence of how physics educators can use FK to engage students in learning introductory physics concepts.