Evaluating curriculum for student funds of knowledge: A review of project WET 2.0

Abstract

Environmental education programs have been shown to produce numerous positive outcomes for participants. However, literature also shows that imbalances may exist regarding the distribution of those outcomes and discrepancies related to affordance of benefits to diverse populations; in some instances, those discrepancies do not simply lack inclusion, but perpetuate the exclusion of certain individuals. While there are likely many factors and potential solutions related to this discrepancy, a closer look at student funds of knowledge within learning context may provide insight regarding program modifications. Incorporating student funds of knowledge within a learning experience has been shown to benefit learners and support more meaningful experiences. The present paper presents an evaluation tool designed to measure the extent to which a curriculum incorporates student funds of knowledge. Further, we demonstrate the use of this evaluation tool through the examination of an existing curriculum: Project WET 2.0. The curriculum provided limited opportunities to incorporate student funds of knowledge. Students participating in Project WET 2.0 may not experience the benefits associated with incorporating student funds of knowledge including stronger connections between outside worlds and classroom content.