Science Capital: Where it Started, How it Relates to a Student’s Performance, and Use in the Classroom

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This three-article format dissertation explores the use of science capital in the various formats it has appeared: as a theoretical framework, as a pedagogical approach to curriculum and teaching, and as a conceptual device to determine students’ adjustment and ability in science and able in science someone is. This topic is researched in three formats: as a systematic literature review, through an outdoor informal science education (ISE) program evaluation with students, and through an interview with parents after experiencing the ISE activities within the Backyard Field Trip Kit (BFTK). Conclusions and recommendations indicate that in order to develop students’ science capital further and to thereby increase the overall number of people entering the professional science related career field.

Embargo status: Restricted until 01/2025. To request the author grant access, click on the PDF link to the left.

science capital, curriculum, science identity, informal science education