Implementation of the primary science capital teaching approach in a scientist-facilitated intervention

This research explored how the Primary Science Capital Teaching Approach (PSCTA) can be implemented in a once‑off, scientist‑facilitated, non‑formal classroom intervention and examined its short‑term impacts on children’s perceptions of science and scientists. The PSCTA is rooted in Bourdieu’s concept of science capital, which encompasses the knowledge, attitudes, experiences, and social contacts that an individual possesses related to science. This study focused on children’s perceptions of science and scientists, and their levels of science capital, to explore the outcomes of a discussion‑based Q&A intervention that incorporated the teaching approach in its design and scientist training. The mixed‑methods research involved 365 children (ages 9-13) from 15 schools and 27 scientist facilitators across four design cycles. Most children held medium (67.9%) or low (21%) levels of science capital, with only 11% possessing high levels of science capital. Children predominantly viewed scientists as ‘smart’ and lab‑based, although many believed anyone could be a scientist. Following the intervention, 44% of children reported that science was more interesting, 77% knew more about scientists’ lives, and 41% felt science was more relevant to everyday life. Small‑group discussions, prompt boxes, and personal storytelling were valued most by children and supported high levels of participation. Scientist facilitators implemented the PSCTA through sharing personal stories, linking science to children’s lives, and prompting discussion, while reflecting on their own practice and experiences as scientists. This study provides the first systematic measure of primary children’s science capital in Ireland and demonstrates that a brief, low‑cost, discussion‑based intervention can humanise scientists and broaden children’s views of ‘what and who counts in science’, even in a single encounter.

Funder

Research Ireland
University of Galway

Publisher

University of Galway

Rights

CC BY-NC-ND

cbn

Collections

University of Galway Theses (PhD Theses)