Science Identity and Science Capital: Empirical Mapping from teh participation in Science at Secondary Schools

Abstract

[eng] Science identity and science capital (SIC) are theoretical lenses to investigate and explain participationin science. However, their qualitative and sociological orientation may limit their effectiveness in promoting scienceparticipation from school science education, so some researchers suggested the importance of mapping SIC. Thisstudy empirically develops an educational SIC map after a large sample of Spanish students self-reported their sciencerelatedattitudes and experiences on a survey. Three different self-recognitions of science participation serve as the basisfor statistically identifying the relevant attitudes and experiences that shape the map. The results reveal a map’s core setof relevant traits that are prevalent and common across all three self-recognitions, primarily derived from science classes andinterest in science topics. Additionally, there is another minoritarian subset, specific to and consistent with each selfrecognition,largely associated with science images, technological topics, and digital technologies. The map’s relevant traits arefurther linked to the theoretical dimensions of SIC. The discussion highlights the implications of the map for supportingparticipation in science from school science education and for advancing research inthe field. Some limitations arising fromthe applied survey and future research directions toward SIC assessment andSIC-oriented science education are alsoaddressed.