Science Capital - STEM

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science would negate efforts to explain thetransferability of science qualifications forall sorts of jobs and careers.06 l Science capital made clear Fundamentally concerned with social justice– a science capital approach is about trying tounderstand, identify, monitor and challengeinequalities. It means recognising the importance of power and how inequalities areperpetuated in society. A science capitalapproach is primarily concerned with helpingto achieve improved life chances and outcomesfor diverse individuals and communities. Focused on trying to improve the widersystem – because the value of science capitalis determined by the context, a science capitalapproach means paying meaningful attentionto the institutions, systems and social relationswithin which people are located. It isabout making sure that science contextsare supportive and offer value for everyone– not just the few. For instance, schoolsor museums could find ways to recognise,value and promote the varied interests, skillsand experiences that diverse individuals,families and communities bring with them. Collaborative and realistic – buildingscience capital is a challenging and complexendeavour. It means recognising thatimproving science participation entailschanges and challenges for the wholeSTEM ecosystem and that there is nosilver bullet (that is, a single approach orstakeholder is unlikely to be able to changethe world alone). It is best attempted inpartnership and with a long-term mind set!

Enterprising Science researchEnterprising Science is a five-year partnership betweenKing’s College London and the Science Museum, funded byBP (2013-17). This research and development project usesthe concept of science capital to understand how youngpeople from all backgrounds engage with science and howtheir engagement might be supported.“The science capitalprinciples give you a wayto understand visitors andpotential visitors, how theyengage with science, whatthey bring to the table andwhat they want from you”“When I’ve used ascience capital approachwith my class they don’tmisbehave, they’reall very engaged andenjoy the discussion.”Year 10 Science TeacherScience capital in schoolsIn 2015/16, the Enterprising Science projecthas piloted a science capital pedagogicalapproach with 10 teachers in 6 secondaryschools across London. In 2016/17 the pilotis being extended to schools in Manchester,Bradford and York.The science capital pedagogical approach aimsto support teachers in delivering their usualcurriculum content and complement existingpractice. It includes: Addressing the eight dimensions of sciencecapital across existing schemes of work. Eliciting, valuing and linking students’ priorknowledge and experiences from home, familyand social contexts to school science. Highlighting the relevance and transferabilityof science for students’ daily and future lives.Senior audience researcher,Science Museum Building young people’s sense that ‘sciencecan be for me’.“When one studentstarts, they all wantto talk. They can leadthe discussion”Emerging feedback from teachers showsthat they believe the approach can enhancestudent engagement in lessons, and reducebehavioural problems.Science capital in the informal sciencelearning sectorOver the course of the project, we have beenexploring ways of developing a science capitalapproach for the informal science learning sector.The main tenets of this work include: Using the eight key science capital dimensionsas a reflective tool to inform the design ofprogrammes and exhibitions. Finding ways to elicit, value, reflect andlink the varying experiences and knowledgeof diverse audiences with programmes/exhibitions to create a more inclusive spacefor more visitors. Working in collaboration with schools tomake better, more effective and inclusiveuse of museum visits and resources, whichcentre on eliciting and valuing the culturalknowledges and i

Science capital is fixed Science capital is not fixed: what capital you possess will change over time and will depend on context. Our argument is that educators are able to help to build a student’s science capital, by valuing and linking students’ experiences from home with science, and by addressing the different science capital

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