I’ve recently attended a training session delivered by the Science Museum’s Enterprising Science project team around science capital and how we can use it in our work.
The Enterprising Science research team at University College London and Kings College London have produced a pack of resources based on their research to help teachers engage students with science.
See the latest Enterprising Science project video animation about a science capital teaching approach, broadening what counts in the science classroom and challenging science stereotypes.
See our Enterprising Science project video animation on the science capital approach to understanding science engagement.
‘Not for me’.
I’m not sure now when I first encountered science capital.
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).
Museums, science centres, festivals and roadshows are just some of the places where people can enjoy science, learn about science and where attitudes and values towards science, technology, engineering and maths (STEM) can be positively influenced.
The powerful concept of science capital can change the practice of the Science Museum Group and potentially that of many people involved in informal science learning.
Clarifying common misconceptions.