science_capital

science_capital

5 reasons Iā€™m a Scientist is worth your lesson time… even for exam classes.

Project Wrangler Katie was a science teacher before joining the Iā€™m a Scientist team, so has first-hand experience of the intense curriculum pressures teachers face. Here she talks us through how Iā€™m a Scientist benefits your students with 5 reasons why itā€™s worth allocating lesson time to the activity.
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Posted on June 26, 2018 by admin in science_capital | Tagged | Comments Off on 5 reasons Iā€™m a Scientist is worth your lesson time… even for exam classes.

Using Iā€™m a Scientist to increase participation in higher education

ā€œTraditionally, not many of our students go on to university. Iā€™m a Scientist helps by allowing students to relate to scientists and helping them see the value of studying at a higher level.ā€

– Mark McNally, Science Teacher

A mixed 2-19 academy, where over two thirds of the school population are students from disadvantaged backgrounds, took part in I’m a Scientist in March 2018. Mark tells us how the activity helped interest his students in science careers and consider higher education.

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Posted on May 2, 2018 by admin in Evaluation, science_capital, Teachers, Widening Participation | Tagged , , | Comments Off on Using Iā€™m a Scientist to increase participation in higher education

Providing STEM opportunities for distant schools

Baltasound_Junior_High_School_in_the_snow_-_geograph.org.uk_-_1725784ā€œAs we are a remote rural community we do not have a huge variety of careers on our doorstep but these events help to bring them closer to pupils. More students should be getting these funded opportunities across the UK.ā€

– Emily Tulloch, Science teacher on the island of Unst.

The most northerly school in the UK is located in one of our most distant areas in the Shetland Isles. Emily tells us how Iā€™m a Scientist allowed her remote students to explore a range of STEM careers and increased motivation to learn science. Continue reading →

Posted on April 6, 2018 by admin in Evaluation, science_capital, Teachers, Widening Participation | Tagged , | Comments Off on Providing STEM opportunities for distant schools

Thinking about Science Capital

Science Capital is a concept that measures the combination of experiences, personal connections, knowledge and attitudes that contribute to how much a young person identifies as a ā€œscience personā€.

The ASPIRES researchers identified eight dimensions of Science Capital, including scientific literacy, science-related attitudes, values and dispositions, and knowledge about the transferability of science. Iā€™m a Scientist aims to contribute to young people’s Science Capital through interactions with real STEM professionals. In particular, focusing on three dimensions of Science Capital: knowing people in science-related jobs, scientific literacy, and knowledge about the transferability of science.

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Posted on October 6, 2017 by in Evaluation, science_capital | Tagged | Comments Off on Thinking about Science Capital

Osmium Zone – I’m a Scientist, not just for scientists?

The Institute of Physics collaborated with I’m a Scientist to create the Osmium Zone that included four people who had studied physics and now worked outside of academia and research, plus one physics researcher, to demonstrate the diversity of STEM careers to school students.

The goal was to make students aware that studying science gives transferable skills valuable in fields outside of traditional research. The Osmium Zone had high engagement and positive feedback from students, and a survey showed a slight increase in students wanting a job that uses science skills and knowledge.

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Posted on September 1, 2016 by in Evaluation, Event News, science_capital | Tagged | Comments Off on Osmium Zone – I’m a Scientist, not just for scientists?

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