Amy Wilson-Lopez

TL;DR: The authors explored the meaning in the relationship between engineering cultural practices and the funds of knowledge found in Latina/o adolescents' familial, community, and recreational settings, and developed a coding scheme that categorized the participants' funds as they related to engineering.

TL;DR: This article identified the forms of science capital that six groups of adolescents mobilized toward the realization of their self-selected engineering projects during after-school meetings using the Bourdieusian theories of capital.

TL;DR: In this article, the authors identify how arguments and argumentation related to the engineering-designed world were operationalized in relevant literature and find that engineering-related argumentation was associated with a variety of positive learner outcomes.

Abstract: P ge 24634.2 Although there has been a growing body of research addressing how teachers may draw from students’ funds of knowledge in science and mathematics, very little research has been conducted on how the funds of knowledge of Latino students may enhance engineering design thinking. The purpose of this study was to document the funds of knowledge of three Latino adolescents as they worked on a community-based engineering design problem. We sought to identify how the adolescents’ values, interests, workplace skills, language skills, experience with household maintenance, and other funds of knowledge were used in ways that enhanced their engineering design thinking. The findings suggest that Hispanic students bring rich funds of knowledge that can be used to augment engineering design thinking and activity. By identifying these categories of funds of knowledge, we hope to move toward the creation of culturally responsive high school engineering instruction that actively seeks to connect Hispanic students’ out-of-school practices to the formal practices of engineering.

TL;DR: In this article, the authors outline texts and interpretive frameworks that are common to each stage of the engineering design process as it is defined by the Next Generation Science Standards, and describe how disciplinary literacy can also account for students' home languages and local bodies of knowledge, in addition to these engineering design standards.