Session Information
99 ERC SES 08 G, Science in Education
Paper Session
Contribution
Topic and theoretical framework
Previous research across the Irish (SFI, 2021), European (Archer et al., 2020; El Takach & Yacoubian, 2020) and international (Dickson et al., 2021) context has illustrated that young people generally have positive views of and are interested in science while in school. Despite this, many, especially those from underrepresented backgrounds, struggle to envision themselves as scientists (Archer, 2020). Some restrictive and possibly exclusionary perceptions about science and scientists persist within Ireland, the UK and other European countries (Brumovska et al., 2022; Christidou et al., 2019; Shimwell et al., 2023). These perceptions can act as a barrier to positive engagement with science, within the educational ‘pipeline’ or outside of it. Science capital, based on Bourdieu’s social and cultural capital (Bourdieu, 1990), is a construct that encapsulates all science-related knowledge, attitudes, experiences, and social contacts that a person may have (Archer et al., 2015). Since its conception, the theoretical lens of science capital has been applied to better understand science engagement in other countries such as Spain (Salvadó et al., 2021) and China (Du & Wong, 2019). The social justice-oriented pedagogy embedded in the Primary Science Capital Teaching Approach (PSCTA) focuses on changing the field of science education to become more equitable and personalised (Godec et al., 2017; Nag Chowdhuri et al., 2021). Currently there is little published research on how the PSCTA might be applied in a once-off, scientist-facilitated intervention and any potential impacts on young people’s perceptions of scientists.
Intervention description
The aim of the “Meet The Cell Explorer’s (CE) Scientist” intervention is to widen young people’s perceptions of what it means to be a scientist, challenge stereotypes associated with science and being a scientist, and therefore widen the reach of science to more students. The session also aims to contribute towards students’ social science capital by introducing them to a diverse range of local scientist role models, many with hobbies, interests, and backgrounds similar to themselves.
In the intervention, groups of 4-6 CE scientists visit 10-13 year old pupils in their school classrooms. During the hour-long session, scientists introduce themselves and engage in Q&A discussions in small groups of 3-6 young people per scientist, focusing on topics such as the scientist’s hobbies and interests, where they are from, their journey to becoming a scientist and their daily lives as scientists. Young people are given topic names to aid in focusing the discussion but are free to ask any questions they wish to the scientist in their small group, with an additional “ask anything” section at the end of the intervention. These topics aim to integrate the science capital dimensions of knowing someone in a science-related role, knowledge about the transferability of science, and science-related attitudes, values, and dispositions.
Cell Explorer's scientists comprise of volunteer undergraduate and postgraduate science students, and staff based at the university. The scientists receive specialized training to enhance their support for young people’s science capital and using the PSCTA. Through an online module and a 1.5 hour in-person training workshop, the scientists are trained in how to help young people identify their own funds of knowledge that may be useful as a scientist, to make links between the young people’s interests and science, and to address restrictive misconceptions about science and scientists.
Research objective
This study aims to explore the potential short-term effects of a once-off, scientist-facilitated intervention implementing the PSCTA on young people’s perceptions of science and scientists.
Research question
How, if at all, does a once-off, scientist-facilitated classroom intervention implementing elements of the PSCTA contribute towards supporting young people's science capital, specifically their perceptions of scientists?
Method
Study context This research project took place within the context of the primary level of the Irish formal education system, comprising the first 8 years of schooling. It focuses on the senior part of the system - 4th to 6th class, which typically spans ages 10-13 years old. Intervention design The "Meet the Cell EXPLORERS Scientist" intervention was developed through the application of Design-Based Research (DBR) principles. The intervention was refined through multiple cycles of design, implementation, and evaluation. Initial design stages involved developing and evaluating the delivery of the intervention in an online format, followed by an in person round of pilots, whereafter intervention content, materials and scientist training was re-evaluated. Iterative adjustments were made to improve the intervention and alignment of the scientist training seminars with science capital dimensions and the PSCTA. Data collection materials were revised through a similar iterative refinement cycle. Research approach This research employed a predominantly qualitative study methodology utilising a mixed methods approach for data collection. Quantitative data pertaining to the young people’s demographics and science capital was collected via a written pre- and post-intervention questionnaire. Qualitative data was collected via field observations during the intervention and semi-structured interviews before and after the intervention. Participant demographics Six classes in five schools across Galway, Ireland, recruited through convenience sampling, participated in the research. A total of 161 children between 9 and 13 years old completed the questionnaire between April and May 2023. The sample included 61 girls and 91 boys, and 9 children who preferred not to indicate their gender. Questionnaire analysis The science capital of 9-13 year old pupils from senior cycle of primary school (n=161) was assessed using a questionnaire developed from research on science capital in primary students (Nag Chowdhuri et al., 2021). Responses were used to calculate a science capital score for each participant. Open-ended responses, not used in the calculation of science capital, were analysed using Reflexive Thematic Analysis (Braun & Clarke, 2021). A post-questionnaire (n=126), investigating the children’s opinions on session quality and their perceptions of scientists, was administered by their teacher a day after the intervention. Interview analysis A total of 22 pupils were interviewed pre- and post-intervention and observed during the intervention. Interviews were analysed using Reflexive Thematic Analysis on NVivo.
Expected Outcomes
Consistent with previous research in the UK (Archer et al., 2020), most children surveyed had medium science capital. Children across all levels of science capital held largely positive perceptions of scientists before the intervention, though stereotypical perceptions were evident. Most of the children interviewed asserted that anyone could become a scientist, though this is restricted by factors such as interest, effort and specific personality traits. For example, 14/22 children interviewed specified that scientists must be smart. An 11 year old girl with a low level of science capital, explained that to become a scientist the person must be “very smart… and you have to like usually be brave because if you do something wrong something bad can happen”. After participating in the intervention, children recalled a positive experience with the scientists and reported gaining insights into their daily lives. Most (74%) felt they knew more about the lives of scientists than before and 81% considered the scientists to be like normal people. Some participants reported in interview that the intervention positively influenced their belief in their ability to become a scientist by broadening their understanding of what counts in science and science-related careers, now seeing clearer links between their existing interests and science. For some others, existing perceptions were shifted. An 11 year old boy with low science capital explained that he “kind of expected [the scientists] to be a bit nerdy and they wouldn’t really be that cool… or have an interest in most things. But what I think of scientists now is that…. they can be cool and interesting”. This research offers practical insights for the development of similar non-formal, brief interventions, emphasizing the importance of training scientists in evidence-based pedagogies, while bringing scientists’ interests, personalities and backgrounds to the forefront.
References
Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948. Archer, L., Moote, J., MacLeod, E., Francis, B., & DeWitt, J. (2020). ASPIRES 2: Young people’s science and career aspirations, age 10-19. UCL Institute of Education. Bourdieu, P. (1990). Reproduction in Education, Society and Culture (second edition). In London, England: SAGE. Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE. Brumovska, T. J., Carroll, S., Javornicky, M., & Grenon, M. (2022). Brainy, Crazy, Supernatural, Clumsy and Normal: Five profiles of children’s stereotypical and non-stereotypical perceptions of scientists in the Draw-A-Scientist-Test. International Journal of Educational Research Open, 3, 100180. Christidou, V., Hatzinikita, V., & Kouvatas, A. (2019). Public visual images of Greek scientists and science: Tracing changes through time. International Journal of Science Education, Part B, 9(1), 82–99. Dickson, M., McMinn, M., Cairns, D., & Osei-Tutu, S. (2021). Children’s perceptions of scientists, and of themselves as scientists. LUMAT: International Journal on Math, Science and Technology Education, 9(1). Du, X., & Wong, B. (2019). Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education, 41(15). El Takach, S., & Yacoubian, H. A. (2020). Science Teachers’ and Their Students’ Perceptions of Science and Scientists. International Journal of Education in Mathematics, Science and Technology, 8(1), 65. Godec, S., King, H., & Archer, L. (2017). THE SCIENCE CAPITAL TEACHING APPROACH: engaging students with science, promoting social justice. University College London. Nag Chowdhuri, M., King, H., & Archer, L. (2021). The Primary Science Capital Teaching Approach: Teacher handbook. Salvadó, Z., Garcia-Yeste, C., Gairal-Casado, R., & Novo, M. (2021). Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion. Children and Youth Services Review, 129, 106189. Science Foundation Ireland (2021). SFI Science in Ireland Barometer 2020 Research Report. https://www.sfi.ie/engagement/barometer/SFI-Science-in-Ireland-Barometer-2020-Research-Report.pdf Shimwell, J., DeWitt, J., Davenport, C., Padwick, A., Sanderson, J., & Strachan, R. (2023). Scientist of the week: Evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science & Technological Education, 41(2), 423–443.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.