Evaluation of the development of science capital in an informal science learning setting

Abstract

Abstract STEM knowledge and skills are in demand and are valued globally, for utilitarian and transformative purposes. In the UK, it has been recognised that there is a persistent shortage of students, especially from particular socioeconomic backgrounds, studying STEM subjects in post-compulsory education. To promote the uptake of STEM subjects, initiatives have been funded by the UK government which enrich the STEM learning ecosystem. Yet a disparity remains in the demographics of those who aspire to enter and remain in the STEM pipeline. This study focused on one aspect of the STEM learning ecosystem, known as designed informal science learning (ISL) settings. The study drew on the concept of science capital to explore how ISL settings inspire their visiting students towards studying STEM subjects. Science capital is a concept that encapsulates an individual's science-related resources and dispositions. The concept advocates that the higher an individual’s science capital, the greater their likelihood of participation in science education. A case study approach was adopted to evaluate one ISL setting based in London and was given a pseudonym - the Pandora Centre. The data collection included interviews with the STEM educators and questionnaires administered to the visiting teachers as well as on-site observations. This study concludes that there is scope for students to develop some dimensions of science capital by engaging with the provision of the Pandora Centre. The study proposes recommendations for enhancing science capital development strategies that will widen participation. These findings can be valuable to the enhancement of similar ISL settings.