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  • 00:12

    LOUISE ARCHER: I'm Louise Archer.I'm a professor of sociology of educationhere at King's College London.My research interests focus on young people's identitiesand inequalities in relation to education,so particularly in relation to things like ethnicity,social class, and gender.And I'm currently the director of the King's sideof the Enterprising Science Project.

  • 00:35

    LOUISE ARCHER [continued]: So Enterprising Science is a five-year project.It's funded by BP, and it's conductedin partnership between King's College Londonand the Science Museum in London.The project is a research and development project,so we're trying to understand how to better engageyoung people with science, so that they can improveall of their life outcomes.

  • 00:55

    LOUISE ARCHER [continued]: To do that, we're trying to better understandwhat it is that makes young people engage,or not, with science.And we're also trying to develop new waysto work with schools, and out of school science learningproviders, and families to find new ways to engageyoung people with science, and to make itmore relevant for their lives.

  • 01:15

    LOUISE ARCHER [continued]: So the first strand of the project.Across all of them, we're trying to really findways to build young people's science capital.So science capital is a concept we came up with in the ASPIRESProject-- a previous project-- and it's basically a shorthandway of referring to all of the science-related resources,qualifications, interests, and experiences

  • 01:36

    LOUISE ARCHER [continued]: that a young person may have in their life.It's a bit like a holder, or a bag, that you have with you,and to actually put all these scienceexperiences that you have.And we know from previous research,that the more science capital a young person has,the more likely they are to see themselves as a science person,and to want to continue with science in the future,irrespective of what career they want to go into.

  • 01:58

    LOUISE ARCHER [continued]: So in this project, we're trying to find ways to buildyoung people's science capital.So to do that, we're working with schools and teachers.We're trying to find ways, for example,to value the cultural knowledge, and interests,and experiences that young people bring with theminto the classroom.So as part of our project, as I've said,

  • 02:19

    LOUISE ARCHER [continued]: we've been working with teachers,and one strand of our project hasbeen working with teachers on a professional developmentcourse.So they've been coming in to us every couple of weeksover the last six months, and we'vebeen trying to work with them to develop waysthat they can embed science capitalapproaches in their teaching.So at the culmination of this professional development

  • 02:44

    LOUISE ARCHER [continued]: course, we have an event in the Science Museumat one of their late sessions, so Teacher Zone in the evening.And we've got a stall there, and our teacherswho've taken part in the project are coming along to that.Our Science Museum colleagues are going to be there and soare we.And we're really going to talk to the teachers who are there

  • 03:04

    LOUISE ARCHER [continued]: about the project, share with them what we've been finding,but also trying to share with themthe concept of science capital.And we're hoping our teachers willbe able to talk to other teachersto say how they've been finding it, and to hopefully, also,enthuse them, and tell them more about it.[MUSIC PLAYING]

  • 03:22

    MICOL MOLINARI: Hi.

  • 03:25

    LOUISE ARCHER: So the idea of the exerciseis to introduce teachers, in a fun way,to the concept of science capital,and to get them thinking.So science capital isn't just about scientific literacy.So it's not just about what science kids know,or scientific understanding.It's about trying to get them to engagewith the different dimensions of science capital,

  • 03:46

    LOUISE ARCHER [continued]: so understanding that, altogether, what you do,and the attitudes you have about science,and the social society you talk to,things like that, those are all part of building sciencecapital.And it's trying to help-- or tryingto encourage teachers to think more broadly about what we cando in science lessons, and the different ways--the various different ways we can try and engage kids

  • 04:07

    LOUISE ARCHER [continued]: with science.

  • 04:10

    MICOL MOLINARI: I'm Micol Molinari.I'm in the Science Museum learning team,I've been here for about eight years,and I'm one of the coordinators on the Enterprising ScienceProject.What we want to really challenge peopleto do is think about the activities on the blocks,think about what aspect of science capital they build,and how they can combine those.

  • 04:30

    MICOL MOLINARI [continued]: And obviously, they're quite interlinkedand they don't all fall discreetlyinto those four categories.So as well as this, we'd love youto talk about your experiences on the course, what you thinkit means for you, what it's made you change or developin your practice.So, yeah.A little bit of love.

  • 04:51

    TEACHER 1: Lots of love.

  • 04:52

    MICOL MOLINARI: Yeah.Lots of love.We've been collaborating with our research partnersat King's College London.They've brought in a wealth of research around effective CPDand a whole body of research around science capital,so all of that underpins the work that we do.Really importantly, we see the partnershipwith teachers as a collaboration as well.We're really trying to value their input.

  • 05:14

    MICOL MOLINARI [continued]: So obviously, all the practical experiencethat the Science Museum brings around developing activitiesthat work for audiences, and all the researchexperience that King's College bring, all of thathas to be put into practice in the contextthat these teachers work in.So they've got to be able to amend and adaptactivities, and really shape based on their needs.

  • 05:35

    MICOL MOLINARI [continued]: So we see that as a partnership.So it's not really a two-way partnership,it's a three-way partnership.

  • 05:41

    LOUISE ARCHER: I think it's actually quite difficultto define collaborative research.In a sense, it's very much an umbrella termthat can be used to describe any forms of research that involvepeople working together.In the case of our project, we designedthe aims of the project and the methodologies collaboratively.So we had meetings where we sat down and workshopped what

  • 06:02

    LOUISE ARCHER [continued]: we wanted this to be about.That then threads through to the way we conduct and deliverthe project.So we have intervention aspects of our project,for example, where we're working with teachersto do training sessions.And again, we co-design and we co-deliver those sessions,so the collaboration is built-in throughout.When it comes to analysis, we also--

  • 06:23

    LOUISE ARCHER [continued]: although we, as the research team,lead on doing the analysis, we have a modelwhere we bring those analyses back to our colleagues,we discuss them with them, we refine them,we think in a shared way about whatthey mean, we take them off, refine them, and carry onin that reflective cycle.And through outputs and dissemination as well.

  • 06:43

    LOUISE ARCHER [continued]: Again, we would do collaborative dissemination as well asseparate dissemination.So it's really trying to make the whole processequitable between the partners, but also to really, in essence,build on the different knowledges, and expertise,and experiences that both sides bring to the project.

  • 07:03

    AMANDA HAMILTON: My name's Amanda Hamilton,and I'm a science teacher.When you've got the Science Museum and King's CollegeLondon working with you, you've got two very different pointsof view in terms of teaching, because with teaching, youcan sometimes focus just on things which aren't relatedto your subject knowledge.Whereas, obviously, when you've got the Science Museumin there, you've got completely different ways

  • 07:24

    AMANDA HAMILTON [continued]: of approaching a topic.They've got lots of freedom in what they can do.Sometimes we're a little bit more restricted,but it gives us ideas of how we can get that sort of freedominto our lessons.And then, obviously, when you've got King's College Londonlooking at the whole sociological part of it,gives you a really broader sense of howbuilding up science capital helps kidsall across the country, and how it helps them

  • 07:45

    AMANDA HAMILTON [continued]: in a much broader sense than just their academic progress.

  • 07:50

    MICOL MOLINARI: The kind of practical knowledgeand resources that the Science Museum brings to this projectis we have a huge amount of experience engagingall our audiences, so really inspiring them as well,and connecting to what they know, and their needs.And we've also got about 20 plus years of audience researchin the field to really draw from.

  • 08:13

    MICOL MOLINARI [continued]: We work through a framework that we call, Hook, Inform Enable,and Extend.And basically, goes, you first needto capture people's attention, so youneed to have some way of connecting to them-- of hookingthem in, drawing them in.You've got to provide some information,so you've got to communicate that,whether it's through written text, or spoken,

  • 08:33

    MICOL MOLINARI [continued]: or in some other way.You have to enable people to connect to the informationand engage with it in some way.And then ideally, you extend the experience,so you give them something to really consolidate and rememberit.So if you take, for example, the activity behind uswe've tried to make a hook-- being that it's fun,it's got something colorful about it, it draws you in,

  • 08:55

    MICOL MOLINARI [continued]: you want to play with it.The information is really communicatedby us and our teachers, as well as the content on the bricks.Enabling the fact that it's a game,and that's how you engage with it.And extend-- we've got some material that peoplecan take away with them to really consolidatethe key messages, and find out more as well.

  • 09:15

    MICOL MOLINARI [continued]: So hopefully, we've tried to embody thatin what we've done tonight.Well, we're trying to pick out ideas and put where they go.So--

  • 09:23

    TEACHER 2: Ask students to identify the sites,and an activity they do regularly,such as family, shopping, or cooking.So that would go in Science-related activities.

  • 09:32

    MICOL MOLINARI: Yeah?

  • 09:33

    TEACHER 2: Mm.

  • 09:34

    MICOL MOLINARI: What about--

  • 09:36

    TEACHER 2: But it could also go in What science they know,because they'd have to have an understanding of principlesbehind--

  • 09:41

    MICOL MOLINARI: So that's kind of the thingabout this activity is that there reallyisn't one place that you can distinctly put something,because so many things affect different elementsof your science capital.Ask students to spot the science in their favorite TV show.E.g. is someone working with animals, getting a tattoo,driving a car, cooking food.What do you think that would go in?

  • 10:01

    MICOL MOLINARI [continued]: [MUSIC PLAYING]

  • 10:06

    LOUISE ARCHER: There are loads of challenges as well.I don't think anyone would pretendthat collaborative research is easy.I think it takes more time.We need to spend a long time in the project learningto understand each other, and understand where we're comingfrom-- the different languages that we both use,the different constraints and demands that we have on us,

  • 10:27

    LOUISE ARCHER [continued]: and different motivations in the project as well.So although we have a common goal,we also have different institutional factors,for instance, that we both have to take into account.So it's been a great challenge, but also a really greatlearning experience.And I think it's something that it's important for us to do.It's not easy, but that often makes it better, as a result.

Video Info

Publisher: SAGE Publications Ltd.

Publication Year: 2017

Video Type:In Practice

Methods: Collaborative research

Keywords: attitudes and behavior; collaboration; engagement and intervention; life experiences; motivation; professional development; resource materials; Science education; Scientific literacy; teaching; time factors ... Show More

Segment Info

Segment Num.: 1

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Abstract

Researchers and participants in the Enterprising Science Project discuss how the project has examined science education and engagement. The project is a collaboration between King's College and the Science Museum in London, which has made it richer but more challenging.

Video Info

Publication Info

Publisher:
SAGE Publications Ltd.
Publication Year:
2017
Product:
SAGE Research Methods Video
Publication Place:
London, United Kingdom
SAGE Original Production Type:
SAGE In Practice
ISBN:
9781473967595
DOI
http://dx.doi.org/10.4135/9781473967595
Copyright Statement:
(c) SAGE Publications Ltd., 2017

People

Academic:
Louise Archer
Practitioner:
Micol Molinari
Practitioner:
Amanda Hamilton

Segment Info

Title:

Segment Num: 1

Keywords:

Segment Start Time:

Segment End Time:

People

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Methods Map

Collaborative research

Research methodologies which involve active engagement between researchers and researched OR research which involves the collaboration of two or more researchers.
Collaborative research
Collaborative Research: Enterprising Science Project

Researchers and participants in the Enterprising Science Project discuss how the project has examined science education and engagement. The project is a collaboration between King's College and the Science Museum in London, which has made it richer but more challenging.