In October 2022, Gabriela Heck, a PhD student from Pontifical Catholic University of Rio Grande do Sul (PUCRS), in Brazil, visited Beth Hawkins, at the Science Museum London, to talk about her PhD research around science capital, science museums and inclusion of people with disabilities in STEM fields. Here she shares detail of her research and how she is working to raise awareness of science capital and inclusion in Brazil.
The Science Museum Group have been working with the principle of science capital for almost 10 years. Throughout our journey we have learned a huge amount around what this approach can look like in practice and what challenges we, and our colleagues have faced with it. Here we share our top 5 most commonly asked questions.
What does a science capital informed approach look like in practice? The Science Capital in Practice: Foundations for the Future seminar brought together ideas, experiences, and advice around applying a science capital approach in museums and science centres.
In this fourth part of our Science Capital in Practice: Foundations for the Future blog series, we explore some of the ways that the impact of taking a science capital approach can be tracked.
In part three of our Science Capital in Practice: Foundations for the Future blog series, we look at what embedding a science capital approach has meant for the work and across the different partner organisations.
In part two of our Science Capital in Practice: Foundations for the future blog series, we explore what the programme partners learned about sharing the science capital approach with their colleagues across their organisation.
In part one of our Science Capital in Practice: Foundations for the Future blog series, we explore how taking a science capital approach has helped partner organisations to build and broaden their audiences.
Research around science capital highlights that there isn’t a single place, action or experience alone that will help improve engagement and equity around STEM. Our booklet pulls together science engagement and science capital research to answer the question, what role can informal learning environments play?
Whilst working to embed a science capital approach across the Science Museum Group, we have also been sharing our experiences with universities, museums and science centres across the world. Sarah Callan, Science Museum Studies student, SUNY Oneonta University, NY, shares her cohort’s experience of applying the research to an informal education setting.
In September, the Explainer team at the Science and Industry Museum reflected on their current practice and refreshed their knowledge of science capital. This posts shares the good practice happening within their programme and the opportunities the science capital approach offers.
Bridget Holligan, Director of Education and Engagement, Science Oxford shares how Science Oxford have kicked off their ‘Science Capital in Practice’ grant with a training day exploring their existing understanding of science capital and how they will be integrating it into their programme.
In June, we kicked off our ‘Science Capital in Practice’ programme with a two-day training academy. Maxwell Hamilton, Science Museum Group Academy Programme Leader, introduces the programme and shares insight from the workshops.