Development of Science Capital by Students 00-0F-DOS

1. Introduction.
2. Science capital - why it is so important in the contemporary world?
3. Science capital and cultural capital – theoretical analyses.
4. Students' science capital - determinants and differences.
5. Methodological aspects of science capital.STEAM and the development of science capital. ‘New revolution?’
6. STEAM teaching and learning at school. Teaching science in a Covid-19.
7. Non-formal education and engagement for STEAM – new opportunities.
8. Development of science capital in the school environment – the best practices. Exercises.

1. Introduction.
2. Science capital - why it is so important in the contemporary world?
3. Science capital and cultural capital – theoretical analyses.
4. Students' science capital - determinants and differences.
5. Methodological aspects of science capital.STEAM and the development of science capital. ‘New revolution?’
6. STEAM teaching and learning at school. Teaching science in a Covid-19.
7. Non-formal education and engagement for STEAM – new opportunities.
8. Development of science capital in the school environment – the best practices. Exercises.

1. Archer L., Dawson E., DeWitt J., Seakins A., Wong B. (2014). Aspires. Young people science and career aspirations, age 10-14, London: Department of Education & Professional Studies.
2. 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.
3. Archer L., DeWitt J., Osborne J., Dillon J., Willis B., Wong B., (2012), Science aspirations and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881-908.
4. Aschbacher P., Li E., Roth E. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564- 582.
5. Becker, G. S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education. Chicago: University of Chicago Press.
6. Bøe M. V., Henriksen E. K., Lyons T., Schreiner C. (2011), Participation in science and technology: Young people’s achievement-related choices in late modern societies. Studies in Science Education, 47(1), 37–71.
7. Bourdieu P. (1977), Outline of a theory of practice. Cambridge: Cambridge University Press.
8. Bourdieu P. (2004), Science of science and reflexivity. Cambridge: Cambridge University Press.
9. Cerinsek G., Hribar T., Glodez N., Dolinsek S. (2012). Which are my future career priorities and what influenced my choice of studying Science, Technology, Engineering or Mathematics? Some insights on educational choice -Case of Slovenia. International Journal of Science Education, 35(17), 1-27.
10. Chang S-N., Yeung Y-Y., Cheng, M. (2009), Ninth graders’ learning interests, life experiences and attitudes towards science and technology. Journal of Science Education and Technology, 18, 447–457.
11. Christidou V. (2011), Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental & Science Education, 6, 141-159.
12. Claussen S., Osborne J., (2013), Bourdieu’s notion of cultural capital and its implications for the science curriculum. Science Education, 97(1), 58-79.
13. DeWitt J., Osborne J., Archer L., Dillon J., Willis B., Wong B. (2011), Young Children’s aspiration in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 36(6), 1037-1063.
14. Dika S.L., Singh S. (2002), Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72, 31-60.
15. Mamlok-Naaman R., Korpershoek H., Kuyper H., Bosker R., Van Der Werf G. (2011). How can we motivate high school students to study science? Science Education International, 22, 5-17.
16. Masnick A.M., Valenti S.S., Cox B.D., Osman C.J. (2010). A multidimensional scaling analysis of students’ attitudes about science careers. International Journal of Science Education, 32, 653-667.
17. Olitsky S., Loman L., Gardner J., Billups M. (2010). Coherence, contradiction, and the development of school science identities. Journal of Research in Science Teaching, 47(10),1209–1228.
18. Taconis R., Kessels U. (2009), How choosing science depends on students’ individual fit to “science culture.” International Journal of Science Education, 31, 1115 –1132.

In add.:
Reimers F., Schleicher A., Saavedra J., Tuominen S., Supporting the continuation of teaching and learning during the COVID-19 Pandemic (2020), Annotated resources for online learning, OECD 2020, http://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf

1. Archer L., Dawson E., DeWitt J., Seakins A., Wong B. (2014). Aspires. Young people science and career aspirations, age 10-14, London: Department of Education & Professional Studies.
2. 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.
3. Archer L., DeWitt J., Osborne J., Dillon J., Willis B., Wong B., (2012), Science aspirations and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881-908.
4. Aschbacher P., Li E., Roth E. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564- 582.
5. Becker, G. S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education. Chicago: University of Chicago Press.
6. Bøe M. V., Henriksen E. K., Lyons T., Schreiner C. (2011), Participation in science and technology: Young people’s achievement-related choices in late modern societies. Studies in Science Education, 47(1), 37–71.
7. Bourdieu P. (1977), Outline of a theory of practice. Cambridge: Cambridge University Press.
8. Bourdieu P. (2004), Science of science and reflexivity. Cambridge: Cambridge University Press.
9. Cerinsek G., Hribar T., Glodez N., Dolinsek S. (2012). Which are my future career priorities and what influenced my choice of studying Science, Technology, Engineering or Mathematics? Some insights on educational choice -Case of Slovenia. International Journal of Science Education, 35(17), 1-27.
10. Chang S-N., Yeung Y-Y., Cheng, M. (2009), Ninth graders’ learning interests, life experiences and attitudes towards science and technology. Journal of Science Education and Technology, 18, 447–457.
11. Christidou V. (2011), Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental & Science Education, 6, 141-159.
12. Claussen S., Osborne J., (2013), Bourdieu’s notion of cultural capital and its implications for the science curriculum. Science Education, 97(1), 58-79.
13. DeWitt J., Osborne J., Archer L., Dillon J., Willis B., Wong B. (2011), Young Children’s aspiration in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 36(6), 1037-1063.
14. Dika S.L., Singh S. (2002), Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72, 31-60.
15. Mamlok-Naaman R., Korpershoek H., Kuyper H., Bosker R., Van Der Werf G. (2011). How can we motivate high school students to study science? Science Education International, 22, 5-17.
16. Masnick A.M., Valenti S.S., Cox B.D., Osman C.J. (2010). A multidimensional scaling analysis of students’ attitudes about science careers. International Journal of Science Education, 32, 653-667.
17. Olitsky S., Loman L., Gardner J., Billups M. (2010). Coherence, contradiction, and the development of school science identities. Journal of Research in Science Teaching, 47(10),1209–1228.
18. Taconis R., Kessels U. (2009), How choosing science depends on students’ individual fit to “science culture.” International Journal of Science Education, 31, 1115 –1132.

In add.:
Reimers F., Schleicher A., Saavedra J., Tuominen S., Supporting the continuation of teaching and learning during the COVID-19 Pandemic (2020), Annotated resources for online learning, OECD 2020, http://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf

Lectures & labs - simulated experiences, video and slide demonstrations, discussion, exercises, presentation, test

Classes take place in real time using the application Teams:
https://teams.microsoft.com/l/team/19%3ab6a883de1a4f44948c87984febd6a6d1%40thread.tacv2/conversations?groupId=728c5466-c804-4995-8816-08410ba2f22b&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86

Team code: rq4bwlx

Nakład pracy studenta:
- liczba godzin kontaktowych - 15
- liczba godzin potrzebnych do przygotowania się do zajęć - 15
- liczba godzin potrzebnych do przygotowania się do egzaminu/zaliczenia - 20
Sumaryczna liczba punktów ECTS -2.

Lectures & labs - simulated experiences, video and slide demonstrations, discussion, exercises, presentation, test

Classes take place in real time using the application Teams: https://teams.microsoft.com/l/team/19%3a106e0a8688684011be83fa36500bfd51%40thread.tacv2/conversations?groupId=8d3c0c6e-7f1a-4787-bd7c-47d2207f71c6&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86

Team code: su50e2k

Nakład pracy studenta:
- liczba godzin kontaktowych - 15
- liczba godzin potrzebnych do przygotowania się do zajęć - 15
- liczba godzin potrzebnych do przygotowania się do egzaminu/zaliczenia - 20
Sumaryczna liczba punktów ECTS -2.