Science Identity And Science Capital: Empirical Mapping From The Participation In Science At Secondary Schools

Abstract

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