Welcome to #ASEchat! I thought I'd start off with a definition of science capital : "...all the science-related knowledge, attitudes, experiences and social contacts that an individual may have." https://t.co/41CGCYCP2K
'how do you make a battery flat like a colour filter and produce red, green and blue light with it?' – our latest article, linked to exam specifications and curriculums #scied#asechathttps://t.co/3LzvJq6pf5
We have two questions for #ASEchat tonight: Q1 - why is a science capital approach to teaching important? Q2 - How can teachers take this approach in the classroom?
We have two questions for #ASEchat tonight: Q1 - why is a science capital approach to teaching important? Q2 - How can teachers take this approach in the classroom?
It's important because we need more young people to engage in science in a wider context than just passing exams at the end of school. We need them to be passionate about science and inspired to keep studying beyond school and then make a difference to the world.
How are those approaches different to what is currently done in some schools e.g relating science to children’s lives and people they know? Is science capital a good way of discussing what is good practice? #ASEchat
Welcome to tonight’s #ASEchat I’m sure many have seen the video ...so we’d love to hear your thought with special guest host @JennyAKoenig (Science Capital – an introduction https://t.co/OESW4KzysU via @YouTube)
Aspires found many young people are interested in science and enjoy science lessons but have no intention of becoming scientists as their background is low in science capital #ASEChat Please correct me if I have misquoted
#ASEchat A1 -Science Capital is so important to teaching to show children how science can affect their daily lives. From the hairdresser mixing chemicals for colouring to the chefs in the Walker's Crisp factory. This can encourage children to uptake science subjects after primary
Welcome to #ASEchat! I thought I'd start off with a definition of science capital : "...all the science-related knowledge, attitudes, experiences and social contacts that an individual may have." https://t.co/41CGCYCP2K
Spot on #asechat Young people enjoy science, see science as importand and think scientists have a positive impact on the world...but very few of them want to be scientists!
#ASEchat A1 -Science Capital is so important to teaching to show children how science can affect their daily lives. From the hairdresser mixing chemicals for colouring to the chefs in the Walker's Crisp factory. This can encourage children to uptake science subjects after primary
A1 From what I gathered from the video, I love how capital teaches the mindset of looking for more diverse ideas instead of focusing on the same core resource, which in part teaches how to get away from potential bias #ASEChat
I think a science capital approach to teaching is a misnomer
science in school forms part of a person's science capital. If anything - trying to increase the other aspects is going to have a bigger affect. For some school is only contribution to scicapt.
#asechat
Q1 is about why we might use a #sciencecapital approach and Q2 is how we might do it in the classroom i.e. what teaching approaches might help enhance science capital #asechat
Totally agree, school is only a small part of a young persons science journey, so how can we as teachers encourage students to engage with science content and experiences beyond school? #asechat
In reply to
@A_Weatherall, @MarcNeesam, @JennyAKoenig
If anyhing it's about increasing the other aspects of a childs experience - e.g. @alomshaha Wonder book or Magic school bus or visits to Magma.
#asechat
In reply to
@MarcNeesam, @JennyAKoenig, @alomshaha
Q1 - why is a science capital approach to teaching important? = to redress an imbalance in aspiration in science education and wider society - for greater inclusivity we have to understand the motivators #ASEchat
I have just come back from a couple of days in the central belt of the Lake District - but I am sure science could be seen as just as important there, although there is no 'science industry' nearby #ASEChat
It is also important to remember why children are in school and (whether you agree or not) it is to gain knowledge and understanding, develop skills and (ulmitately) cover the curriculum and pass assessments. There is a danger, through science capital, the focus is lost #asechat
OK - one example of science capital approach to teaching was @ScienceTVRadio that @MrsDrSarah and I did. It is about providing sutdents with opportunities to learn more out of the classroom #asechat
I totally agree with your idea that we need to engage students in the classroom ensure that our only goal is not to just enable them to pass exams, however this is important, but also to be able to relate what they are learning to their lives! #ASEChat
Science related visits, visitors coming into school to make links between the science being taught and the real world. Promote science events and opportunities to students. #asechat
A2 This answer is very easy for certain scientific subjects. Take Environmental Science, which really takes from biology, chemistry, physics, geology, climatology, and astronomy to name a few. Giving research from a variety of fields opens students' minds to more info #asechat
Make sure there is clarity of learning and connections to the wider world are relevant and don’t take over - I wouldn’t want a science lesson to turn into a history of science lesson (if that is relevant it should be planned as such from the start) #ASEchat
You can take advantage of exisitng science capital a student has to help in teaching -but that's not going to close the gap for students with less .
Science clubs #asechat
I think originally but the more people use a term the more it changes/gets a life of its own. E.g growth mindset. There is a risk it starts to become something it was never intended to be? #ASEchat
One of the startling things from the Aspires report was that greater access to broad cultural experiences was so linked with increased science capital. So it's very much about social advantage & privilege. Schools are well placed to even out that access inequality #ASEChat
I think it goes further than that - it's about bringing students personal experiences into class and relating them to science, links to careers, creating an atmosphere in class where everyone is able to contribute and feels that their contributions are valued. #asechat
So I'd argue that we need to keep in mind the original definition - a teaching approach to increase and enhance "...all the science-related knowledge, attitudes, experiences and social contacts that an individual may have." #asechat
And I think this is a problem in many areas if work experience is tied mainly to manufacturing industries and the like. Tourism and farming are not instantly recognised as 'science' but there are science opportunities in these 'fields' #ASEChat
And another early project of mine (long since abandoned) #asechathttps://t.co/sV6UhtlISb
These were about science capital (but I didn't know that phrase then.)
In reply to
@JennyAKoenig, @ScienceTVRadio, @MrsDrSarah
hands-on doing. Of all the scientist I have ever spoken to about what lit that spark when they were children, there are two answers: "doing experiments" and "a great teacher" #ASEChat
A2 - I created a little planning cycle. Elicit what the students prior experiences are, value them, teach the content as normal, and then link the content back to their experiences. #ASEchat
I was having this exact conversation today and it's why it's so important for teachers to take the time to really understand the complexities and nuances of #sciencecapital Otherwise, like GM, it'll just end up as buzz word posters on classroom walls #ASEchat
In reply to
@MarcNeesam, @JennyAKoenig, @ViciaScience
Moving children from low to high science capital is, I think, hard and schools are only a small part of it. By taking on improving science capital we are adding workload, pressure and planning especially for those in areas of high deprivation. Is that manageable? #ASEchat
So if we can really help students to see the connection by using science capital teaching approaches then they'll see more impact of science in their lives #asechat
Yep, definitely. It's about engaging families, getting them talking about and discussing science int he news, visiting science centres, taking part in science festivals and watching science on TV. #asechat
In reply to
@ViciaScience, @A_Weatherall, @MarcNeesam
Many of the people and orgnisations in the science communication world have this as a primary goal. I think the biggest benefit of increased science capital in children is the knock on effect on their family, thus effecting social change #ASEChat
I'd argue - much more.
We provide a baseline (we're the broadly reliable "nuclear power" of sicnce capital) but parents / out of school expereicnes are what make up the rest. #asechat I'm sure schools could provide more but is it hard to do in class?
Good summary @Glazgow it sort of turns the relevance thing on its head with the teacher NOTICING what the children bring, not the other way round #asechat
I think it goes further than that - it's about bringing students personal experiences into class and relating them to science, links to careers, creating an atmosphere in class where everyone is able to contribute and feels that their contributions are valued. #asechat
As I understand it the science capital approach is partly about knowing & understanding the science culture that children have outside school. Not revolutionary, but a science capital approach encourages more consideration of the contexts used to present science in class #ASEchat
And what if parents don’t engage? Are they awful parents? Should the school then take the responsibility for improving children’s science capital? This moves science capital concept as a proxy for the role of school vs the role of parents. #ASEchat
In reply to
@Glazgow, @ViciaScience, @A_Weatherall
Yes - difficult to have much influence on what happens at home, but primary schools do involve parents in learning to read and do basic maths - are we missing a trick in science? #ASEChat
Knowing your pupils and their interests in central to a science capital approach in class. being able to link the forces you are teaching to the dancers in the class or your friction topic to the skier. You need to know your pupils and let them contribute #asechat
I’d agree schools, by virtue of a clear science curriculum which provides the knowledge and skills part of science capital gives a baseline. Some children will go above that baseline due to out of school experience and some won’t. #ASEchat
I second what @reneewatson77 says. I've been working with the same primary for 8 years. These children (and teachers!) expect science to be part of their lives. It is part of the school culture. I can only thank the SLT for their confidence in me :)
It is - "eliciting" finding what your students know already and their experiences, "valuing" very tricky - deep valuing or superficial valuing and always linking back to your LOs #asechat
I second what @reneewatson77 says. I've been working with the same primary for 8 years. These children (and teachers!) expect science to be part of their lives. It is part of the school culture. I can only thank the SLT for their confidence in me :)
No, it's just a part of a much more complex approach. I'm sure plenty of scientists come from backgrounds where their parents weren't interested in science. Doesn't mean you shouldn't try though. We've had huge success with this at our school #asechat
In reply to
@MarcNeesam, @ViciaScience, @A_Weatherall
Definitely. I have an idea this year to have a 'parents assembly' to show them experiments they can do at home. If the maths and english leads do it, why can't we? #ASEchat
In reply to
@ViciaScience, @A_Weatherall, @MarcNeesam
Yours is such a great example @SarahBearchell of weaving science into the fabric of the school. It is there, in everything, just as it is in life! Long term follow up of the kids in your school will be fascinating! #ASEChat
I second what @reneewatson77 says. I've been working with the same primary for 8 years. These children (and teachers!) expect science to be part of their lives. It is part of the school culture. I can only thank the SLT for their confidence in me :)
I've just done some research on this, as yet unpublished. Over 50% of STEM professionals said they had being inspired by a teacher, nearly 40% by a family member and over 30% by a single 'spark' event. #asechat
We are all talking about improving science capital of children but how would you know? To improve anything you need to measure before and after an intervention... what do you measure? #asechat
Few careers do not involve STEM, but this has been a difficult message to get across at times. Not helped by politicians - few of whom have a science background, although I did hear a rumour Margaret Thatcher was once a chemist. #ASEChat
Oh you should definitely try :) - really important - which is why things like starting GCSE in Y7 is certainly NOT what to do to increase #sciencecapital. #asechat
I recall a good e.g. of this was to give a homework where student had to watch a short video on smoking with a parent/carer and ask 3 questions and bring the answers back to class for group discussion #asechat
I set H/W tasks for pupils to interview parents on topics covered in lessons. E.g. "explain to someone at home what a lever is. Then ask them if they use any levers at work" parental feedback at parents evenings was very positive.
In reply to
@MarcNeesam, @ViciaScience, @A_Weatherall
It is a long-haul ambition, needs to start at primary school and the younger the better. Then you build on it through primary school and into secondary school by which time hopefully pupils are highly engaged with science #ASEchat
In reply to
@MarcNeesam, @A_Weatherall, @ViciaScience
That doesn't suprise me! I'd love to see the research when it is published - great to add to the #sciencecapital knowledge bank. This is absolutely why we focus so much of our time @TheCuriosityBox on engaging whole families. #ASEChat
In reply to
@Glazgow, @JennyAKoenig, @TheCuriosityBox
We do this with our sharing assemblies when students share their creative work & explain the science as "experts" to peers & parents & can be v. helpful. There's research suggesting it's vital to change parents attitudes to STEM due to their influence on children's views #ASEchat
In reply to
@MrTBarrett, @ViciaScience, @A_Weatherall, @MarcNeesam
I occasionally hear from parents about how their (now secondary aged) children "still love science". Warms my heart! That interest should serve them we in life. It's not all about careers in science, just being open to it and questioning it in life #asechat
I think it depends on your context. It's really not an issue for us, many scientific parents and families who aspire to scientific professions for their boys. So we don't need to make a particular effort beyond good teaching #asechat
There are metrics and outcomes for identifying science capital (as in the aspires research) but some of they are out of school and the rest need a lot of time. Plus I’m sure people measure trees to see how much they grow 😉 #ASEchat
And even if you don't 'guess' a context that comes up in their exam, the best practise for dealing with weird stuff in an exam is having dealt with weird stuff before.
#ASEchat
In reply to
@AlisterTalbot, @ViciaScience, @ScienceJessie, @MarcNeesam, @A_Weatherall
We engage our parents with science as well. Many teachers set some form of science homework, parents are encouraged to come into speak to pupils about their careers and STEM links and over 200 parents attended our STEM showcase with their children. #asechat
In reply to
@ViciaScience, @A_Weatherall, @MarcNeesam
I second what @reneewatson77 says. I've been working with the same primary for 8 years. These children (and teachers!) expect science to be part of their lives. It is part of the school culture. I can only thank the SLT for their confidence in me :)
Is it enough that children know about the career opportunities that exist with #science, or does it need to go further and "sell" them science? #asechat
@MrSpottle is the master of this! She has some absolutely cracking resources for primary science stories. I did a workshop with her recently and it made me cry! Her stories are THAT good@ #ASEChat
Least important but required. Especially in a world of tight school resources why should a school invest time and resource into something that might not work? #ASEchat
Yes I guess it's more important in some schools than others. I find I just get more enthusiastic if I can get ss to see the connection and that makes a better lesson #asechat
Alongside discussions with your students you need to make sure that you really value what the students have to say, the praise and time needs to be there in the lesson. It should be an elicit, value and link approach.
But it's about how you, as a teacher, can influence and encourage more pupils to go above and beyond. What can we do to inspire pupils to expand their science knowledge and experience out of class and out of school? #ASEchat
In reply to
@MarcNeesam, @A_Weatherall, @ViciaScience
Absolutely, learners presenting the science is key, but also important parents have access to the message that science skills are vital in everyday life & a broad range of careers - otherwise they pass on their stereotypes to their kids (nevermind gender stereotypes etc) #ASEChat
In reply to
@JennyAKoenig, @ViciaScience, @MrTBarrett, @A_Weatherall, @MarcNeesam
While I’m being provocative about science capital I think it needs to be challenged as a concept. I’m worried there is an aspect of blind acceptance over it and the nuance of it all will be lost. The research is really good but using that to inform teaching is hard #asechat
Posters is a good idea - had to do a lot of Poster presentation through my degree (Physical Geography) to present data and findings - why not allow Primary chn to do it?
In reply to
@JennyAKoenig, @fiddleBrain, @ViciaScience, @A_Weatherall, @MarcNeesam
Why do we need evidence and proof to add some context, inspiration and relevance to lessons?
The specifications literally require it.
Imagine if all the time spent on evidence and measurement in schools was spent on making lessons better.
#ASEchat
It's always my classes favourite homework - parents enjoy getting involved as well, although they always tell me the cooking homework is their favourite! #asechat
In reply to
@Snotlady5, @ViciaScience, @A_Weatherall, @MarcNeesam
Research suggests key barrier is whether kids see themselves as scientists/using science rather than just awareness - eg. with girls in physics, it's not so vital if they enjoy it (they do) or do well in it (they do) but whether they have access to relatable roles models #ASEchat
To me, science capital is a "lens" through which we can think about factors that lead pupils to make decisions re A levels, degrees, careers. It doesn't cover everything (it's a model) but as a teacher I find it a useful tool for thinking about what I can (and can't!) do #ASEchat
There is a lot of distance between research identifying an explanation for an effect, and then using that research to develop classroom approaches. #ASEChat Who has helped develop 'science capital teaching approaches'?
I bought a load of copies and gave them as prizes to some of my pupils, telling them they had to give me feedback on the experiments they did at home. The feedback from them and their parents has been really moving. #ASEchat
In reply to
@MrTBarrett, @ViciaScience, @A_Weatherall, @MarcNeesam, @alomshaha
The careers aspect is one very small part of #sciencecapital It's far more about continued engagement outside the classroom and school, developing an interest, a passion for science that leads to intrinsic motivation to learn more #asechat
It's true @NeedhamL56 SLT trust! We have built it into clubs, annual science festival, termly Ask A Scientist & now @GreatSciShare It's part of the fabric of school along with arts week & school plays. Even invade harvest festival by Y1 growing the wheat and baking loaf! #asechat
In reply to
@NeedhamL56, @NeedhamL56, @GreatSciShare
I do not have the quote to hand but the Observer (?) reported yesterday that many STEM graduates are never employed in STEM careers, suggesting that there is no shortage of STEM graduates? Now STEM technicians is a different story #ASEChat
The “lens” is more appropriate language than “approach” to me. You can also use a science capital lens to design your school curriculum so you cover the knowledge and skills while giving opportunity for growth of science capital #ASEchat
Exactly. And what's the harm in discussing students hobboes and interests once in a while? My most vulnerable students really benefit from sci cap - an overall increase in effort post sci cap intervention.
Now I think about it, my daughter had a lot of that last year!! It was really fun - and it brought in the extended family which is lovely. Great way to bring in maths and analysis too!
Yay! Will need to come to that! I'll also be presenting at ASE! One session on developing child science leadership teams, the other on physics pedagogy - sharing my "physics fairy" thought experiment 😊 #ASEchat
In reply to
@Glazgow, @reneewatson77, @JennyAKoenig
That's very interesting, I'll need to look it up. That;s why it's not enough to measure the number of students studying STEM beyond school but how many go on in to careers. More pupils also need to be encouraged to pursue alternatives to uni #ASEchat
Sorry I’m giving up, my #asechat feed is the only one not refreshing, it’s too hard to follow Thanks though @JennyAKoenig I’m feeling there is some confusion about #ScienceCapital and I wonder what can be done to help?
Nice! For us, we encourage the students to write a dance to consolidate what they have learnt & then perform this in an assembly/community event - helpful to break parent's stereotypes of creativity & STEM & they enjoy it! E.g here from Shetland #ASEChathttps://t.co/0TyNfKl2Jr
In reply to
@reneewatson77, @MrTBarrett, @JennyAKoenig, @ViciaScience, @A_Weatherall, @MarcNeesam
I am not a huge fan of all learning being applied, some learning has to be a bit blue sky and seem irrelevant until later on. Classic quote from a kid "we know this is not relevant to life but we love it because you do" (was teaching electron configuration!) #asechat
Yay! Will need to come to that! I'll also be presenting at ASE! One session on developing child science leadership teams, the other on physics pedagogy - sharing my "physics fairy" thought experiment 😊 #ASEchat
In reply to
@Glazgow, @reneewatson77, @JennyAKoenig
Sometimes knowledge is just important but wonderful and fascinating to find out. That knowledge though improves children’s science capital even if it isn’t contextualised as knowledge is one of the science capital domains. #ASEchat
I agree, everything should be challenged to see if it is robust enough to hold up. I have concers that the nuance of #sciencecapital will be lost too. I think it is important enough for teachers to invest time in properly investigating it #asechat
The lens metaphor is the one makes sense to me! As far as I understand it, scientific knowledge is *part* of science capital - but in my experience it easily becomes the only thing taught in science lessons. This reminds us that knowledge is necessary, but not sufficient #ASEchat
It really isn't about selling or buying science. It's about children "seeing" themselves and/or things they relate to within the subject you're teaching, and that ultimately leading to a more diverse group of young people choosing science pathways later on #ASEchat
Teachers and schools shouldn’t be embarrassed to be knowledge led. Knowledge is a key domain to science capital and schools that develop science knowledge for children are making a big difference. That role shouldn’t be forgotten. #asechat
Obviously resource intensive to take a community/family learning approach (e.g. in Shetland - https://t.co/rn8Ybs8JIU) but there are free resources for any teacher to adopt elements of movement/arts into STEM, linking to broader cultural capital #ASEChathttps://t.co/hiMCg8wKM2
In reply to
@reneewatson77, @MrTBarrett, @JennyAKoenig, @ViciaScience, @A_Weatherall, @MarcNeesam
I think it depends on their area of expertise. When I went to a Meningitis Research Foundation conference the biologists there told me it was a competitive field but there are other areas of STEM which don’t attract as many graduates I would imagine? #ASEchat
I think that my absolute top tip it to get to know your students well. I had a student explain in great detail about how strawberry plants reproduce when talking about asexual reproduction this week. Some other students could relate too. #asechat
We run ‘Science for families’ and ‘engineering for families’ at @nustem_uk as after-school clubs@ Not teaching either subject, but allowing exploration and linking to careers.
Yes - difficult to have much influence on what happens at home, but primary schools do involve parents in learning to read and do basic maths - are we missing a trick in science? #ASEChat
Looking forward to your ASE conference session already 🙂 Mine is more about the role of knowledge and skills in school science so we have balance between us 😉 #ASEchat
that's true of most uni courses. I'd argue it's important for journalists, politicians, lawyers to have a better knowledge of STEM. A STEM degree would be a good prep for journalism and politics #ASEchat
I would definitely second this, getting to know your pupils and encouraging them to contribute lets you make relevant links to the science you are teaching. I also think get as many STEM related visitors into the school as you can to speak to pupils #asechat
A2. Ooh I haven't written many blog posts, but this does happen to be a topic I have written about! Here's an example of how I help children develop an understanding of what scientists do, and what they are like - one aspect of science capital: https://t.co/V7zZHuX2nB#ASEchat
I would definitely second this, getting to know your pupils and encouraging them to contribute lets you make relevant links to the science you are teaching. I also think get as many STEM related visitors into the school as you can to speak to pupils #asechat
We run ‘Science for families’ and ‘engineering for families’ at @nustem_uk as after-school clubs@ Not teaching either subject, but allowing exploration and linking to careers.
Yes - difficult to have much influence on what happens at home, but primary schools do involve parents in learning to read and do basic maths - are we missing a trick in science? #ASEChat
last 5 min of our #asechat - we've had a great discussion and I've had trouble keeping up with it all. Are there any further examples of teaching approaches? Even (especially) really simple ideas?
A2. And when I first read about the ASPIRES research, I wrote a blog post with some initial reflections on how it might apply to the classroom: https://t.co/ErbdNiZXCi - probably time to revisit this three years later and see whether my thinking's developed! #ASEchat
#asechat I am late here but have read through. I agree that HW with simple experiments to do at home gets great feedback. Trips are formative and second to that, getting roadshows/workshops in. Assume nothing, exemplify everything - I had a y8 work out fridges cool things 😬
In reply to
@ScienceJessie, @JennyAKoenig, @reneewatson77
