Abstract Knowledge that students acquire outside school may not be recognized in school when teachers have different social-cultural backgrounds than their students. The theory of funds of knowledge/identity (FoK/I) makes a plea for teaching that draws on students' knowledge, skills and experiences. We investigated how using students' FoK/I affected their personal and social functioning and the social cohesion in the classroom, using a mixed-method quasi-experimental design. Thirteen teachers applied several ways of drawing on their students' FoK/I; eight teachers and their students participated as a control group. Student questionnaire data were collected (N = 299; pre-post control group) and students from the intervention group were interviewed (N = 67). Teachers from the intervention group completed logbooks and were interviewed individually twice during the intervention, and in a focus group setting after the intervention. The quantitative data did not show significant effects. However, teachers and students reported effects on students' engagement, learning behavior, learning attitudes, collaboration skills, self-confidence, general well-being in the classroom, ambitions and perspective taking. Also positive effects on the climate in the classroom were reported: students getting to know each other better, increased respect among students, improved interactions, increased involvement in learning, and a more positive atmosphere in the classroom.

中文翻译：

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使用学生知识基金对社会和个人领域教育成果的影响

摘要 当教师与学生具有不同的社会文化背景时，学生在校外获得的知识可能不会在学校得到认可。知识/身份资金理论 (FoK/I) 呼吁利用学生的知识、技能和经验进行教学。我们使用混合方法的准实验设计调查了使用学生的 FoK/I 如何影响他们的个人和社会功能以及课堂中的社会凝聚力。13 位教师在学生的 FoK/I 上运用了多种绘画方式；八名教师和他们的学生作为对照组参加。收集了学生问卷数据（N = 299；前后对照组）并采访了干预组的学生（N = 67）。干预组的教师完成了日志，并在干预期间接受了两次单独访谈，并在干预后进行了焦点小组访谈。定量数据没有显示出显着影响。然而，教师和学生报告了对学生参与度、学习行为、学习态度、协作技能、自信心、课堂总体幸福感、抱负和观点采纳的影响。还报告了对课堂气氛的积极影响：学生们更好地相互了解，增加了学生之间的尊重，改善了互动，增加了学习参与度，以及更积极的课堂氛围。然而，教师和学生报告了对学生参与度、学习行为、学习态度、协作技能、自信心、课堂总体幸福感、抱负和观点采纳的影响。还报告了对课堂气氛的积极影响：学生们更好地相互了解，增加了学生之间的尊重，改善了互动，增加了学习参与度，以及更积极的课堂氛围。然而，教师和学生报告了对学生参与度、学习行为、学习态度、协作技能、自信心、课堂总体幸福感、抱负和观点采纳的影响。还报告了对课堂气氛的积极影响：学生们更好地相互了解，增加了学生之间的尊重，改善了互动，增加了学习参与度，以及更积极的课堂氛围。