Nag Chowdhuri, Meghna; Godec, Spela; (2023) The Equity Compass and the Science Capital Teaching Approach: Teacher Tools to Support Critical Pedagogy. In: Galamba, Arthur and Gandolfi, Haira, (eds.) Critical Pedagogies in STEM Education: Ideas and experiences from Brazil and the UK. (pp. 92-111). Autografi a Edição e Comunicação Ltda.: Rio de Janeiro, Brazil.

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Abstract

Science can be understood and practised in different ways. Research shows that school science often celebrates particular ways of ‘doing science’, and while some forms of knowledge, skills and experiences have value within a classroom, others less so. In this chapter, we begin by presenting UK-based research on science participation and discuss the challenges young people experience in engaging with science. We explain the idea of ‘science capital’, which has been helpful to understand the varied participation in science, drawing attention to the issues of inequalities. We then outline two practical tools that can support teachers in developing more equitable teaching practice: the Equity Compass (a reflection tool with eight equity dimensions) and the Science Capital Teaching Approach (a pedagogic approach that focuses on broadening what and who counts as science, and supporting students in making meaningful connections with science and builds science capital). We conclude the chapter by discussing how implementing the two tools can support critical pedagogy.

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