Science Capital => Science Capitxl: Practicing Theory in a Science Museum Youth Informal Learning Program

• In Event: 18.045 - Science Capital => STEM Capitxl: Practicing Theory in a Science Museum Youth Informal Learning Program

Abstract

Objectives
Co-developed by three practitioners and a researcher, this poster is about the practice of theory in an informal science education (ISE) program housed in a science museum. Exemplifying how practitioners and researchers can learn, teach, and research collaboratively, this work applies the theory of science capital (renamed science capitxl) to reflect the program’s philosophy and contribute to research conversations.

Perspectives
This work centers 1.) science capital and 2.) the interconnection of STEM and social justice. Science capital (Archer et al., 2015) is an emerging theory (studied primarily in UK formal learning) for better understanding how young people engage in science in specific social and cultural contexts. Second, this ISE high school program, for youth underrepresented in STEM, engages STEM as a tool for addressing systems of oppression.

Techniques and Data
As part of a larger research-practice partnership (Research + Practice Collaboratory) seeking to broaden methodological and theoretical orientations in ISE research (e.g., Rahm, 2014), data are drawn from research activities embedded in practice (e.g., Venn diagramming science practices across settings, practitioner coding of researcher-collected data), as well as more traditional methods (interviews and observations). These data demonstrate how the program builds science capitxl and sit alongside the research-practice story of renaming/reclaiming theory.

Arguments
Responding to practitioners’ concerns that “science capital” as a term recenters ideas the ISE program works against (e.g., individual economic valuation of STEM without attention to community and environmental consequences), a working group proposed renaming it science capitxl. Renaming/reclaiming better signals the theory’s roots in equity and social justice and demonstrates the power of language and its unpacking. The “x” invites questioning and documents opposition to systemic oppression. “Science capitxl” provides a practical and pedagogical tool for practitioners to reflect upon how programming embeds science dispositions, practices, and knowledges in the service of social justice.  

Scholarly Significance
This work responds to the ubiquitous idea that theory is irrelevant to practitioners. As part of a research grant, informal educators, simultaneously researchers and practitioners, teachers and learners, renamed theory as a tool for reflection on their ISE practices (not solely the needs of the academic community). Both research practices and outcome (practitioners renaming theory) challenge traditional hierarchies and center theory (and research) as a learning tool actually useful in practice (Bang & Vossoughi, 2016).

Author

• Shannon McManimon, SUNY - College at New Paltz