Science, technology, engineering and maths achieve incredible things, it can be exciting, awe inspiring, even entertaining and fun, but that doesn’t mean that everyone will automatically make a personal connection with it or feel that it is something for them.
Research shows us that many young people who enjoy science, grow up feeling that it is not for them.
We have found that many people see that science is just a subject that is taught in school and don’t see that it has any relevance to them beyond the classroom – yet in one form or another, it is part of our daily lives.
The language we use around STEM, both verbal and visual, often reinforces the idea that it is for people who aren’t ‘like me’.
I’m not sure now when I first encountered science capital.
Whether it is on a school visit, as a family day out, or maybe through an experience online, there are many different reasons why museums and science centres are such great places for engaging people with science.
STEM engagement is at the heart of what we do in our museums, and science capital provides us with a research based insight which builds on our understanding of what influences and shapes people’s engagement and attitudes towards science.
We know from research that many young people grow up thinking that science is not for them.
Understanding what influences a person’s science capital is essential to the research.
Science capital gives us research-based insight into what influences and shapes people’s attitudes, engagement and relationship with science, technology, engineering and maths (STEM).
The Transforming Practice blog is written by practitioners, for practitioners, to reflect on what research into STEM engagement means for our day-to-day practice.
Enterprising Science was a partnership of academics and practitioners working together to support schools and other professionals in engaging more young people with science.