Practical steps to build science capital in the classroom

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How much do you value science?

That will depend on your “science capital”, that is, how much science you’ve been exposed to. Science capital is based on the idea that all of us have differing amounts of cultural beliefs, values, qualification and experiences, which we gather from our families, education and lives, and which shape our values toward careers and social situations.

Many children will have no knowledge of adults who work or have worked in STEM (science, technology, engineering and maths) careers, which may give them less science capital. This can have a significant impact on children’s aspirations as regards STEM careers, and so increasing children’s science capital is vital to broadening their future career choices.

Capital Gains

Juilet Edmonds, Fay Lewis and Laura Fogg-Rogers, from the Science Communication Unit at the University of the West of England (UWE) are hoping to change the status quo and increase children’s science capital through initiatives in schools, but there are also many ways in which you as a teacher can boost your students’ Science Capital:

Invite a Scientist

A survey at a recent children’s conference revealed that children weren’t just interested in what scientists were discovering, but also by their personal experiences of working in science. Therefore, inviting scientists into school via the STEM ambassador network, or simply asking a parent in STEM, and getting them to share what kind of person they are and the key qualities for their job, helps children. Girls in particular need to see themselves as scientists and so inviting in female scientists or mums who are scientists is great. This helps them to identify female role models.

Activities with Real-Life Context

Doing science activities that focus on making the world a better place, have been show to raise children’s interest and improve attitudes towards science. So why not try engineering challenges? – such as the EU ‘Engineer’ project challenges or borrow the Design Process Box free from Dyson.

Or maybe explore aspects of science and scientists that benefit the quality of everyday life, e.g. the grip on training shoes for forces or the work of Professor Margaret Boden on artificial intelligence. Tthe BBC Radio 4 series The Life Scientific is useful for biographies of modern scientists.

A Culture of Science – in School and at Home

Children’s attitudes towards science are partially formed through the culture they experience at home, but some families do not have the money, time or confidence to visit science centres or museums. So it’s important to find accessible ways to get families involved.

You could set homework that involves a parent, like watching a fun but interesting television programme, such as Operation Ouch! (CBBC), related to your science topic. Or organize a weekend science centre outing with children and their families (apply to the PTA to cover the costs)

But it’s not just families, schools and teachers are also thought to influence a child’s attitude to science. Attitudes are not formed overnight, and one-off activities are unlikely to have a long-term impact on children’s attitudes. So it’s critical for schools and teachers to transmit messages about how they value science and promote it in and around the school and embed it in practice.

This can be tricky in primary schools with the dominance of literacy and numeracy in the curriculum, but there are ways to fit science into classwork. Maybe break a subject up and use a bit of English time to record science findings, or, alternatively, maths time to do data analysis.

None of these actions alone will compensate children for low science capital but a consistent programme throughout the school and in class could have a significant effect. Many scientists and engineers still recall a special teacher who got them into science – you could be that teacher!

Authors: Juliet Edmonds, Fay Lewis, and Laura Foggs Rogers.

Debates in Geography Education

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Mark Jones, Senior Lecturer in Geography Education at the Department of Education and Childhood, and Professor David Lambert (UCL, Institute of Education)  have received a national award for  their second edition of the co-edited bookDebates in Geography Education’published with Routledge.

The Geographical Associations’ Silver award is given in recognition of publications which make a significant contribution to geographical education and professional development. The judges at this year’s conference noted that Mark and David’s book “does what no other geography education text does in one volume – it raises questions about the nature of geography teaching – and although scholarly, it makes the ‘problematic’ in geography teaching accessible. The judges were impressed by the array, depth and contemporary nature of the chapters reflecting current curriculum and assessment issues.” (GA, 2018).

The 23 chapters are written by expert contributors who provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education.