Developing a Funds of Knowledge (FoK) Framework for Physics Education: A Conceptual Approach for Rural North Borneo Settings
Loretta @ Lily Polus1*, Muhammad Abd Hadi Bunyamin1, Lari Andres Sanjaya2

1Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, 81310, Johor Bharu, Johor, Malaysia
2Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, 13220 Jakarta Timur, Jakarta, Indonesia

Abstract

This paper proposes a contextually responsive Funds of Knowledge (FoK) framework designed to bridge the gap between formal physics education and the localized knowledge of students in rural North Borneo, Malaysia. Despite the richness of cultural, environmental, and community-based practices in these regions, formal physics instruction often remains abstract and disconnected from learners^ lived realities. Grounded in sociocultural theory, this study addresses this disconnect by theorizing how indigenous and community-based knowledge such as traditional navigation, agricultural mechanics, or local craftsmanship can serve as cognitive anchors for complex physics concepts. Using an ethnographic qualitative design, the proposed framework will be developed through stakeholder interviews and home visits to document latent knowledge resources. The expected outcome is a culturally grounded pedagogical framework that repositions physics as a lived experience rather than a remote academic subject. By aligning with the Malaysia Education Blueprint 2026-2035 and SDG 4, this paper offers a transformative conceptual approach to STEM equity, providing a blueprint for curriculum designers to foster inclusivity in diverse, underrepresented rural contexts.

Keywords: Funds of Knowledge, Physics Education, Sociocultural Theory, Equity in STEM, North Borneo Settings

Topic: Physics Education