Author: Aleksandra Tłuściak-Deliowska
Institution: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie
Year of publication: 2018
Source: Show
Pages: 158-173
DOI Address:
PDF: kie/119/kie11910.pdf

The article is aimed at presenting the category of science capital as a new category in the field of pedagogical research. Science capital as a construct was proposed in the second decade of the 21st century by the team of Louise Archer from King’s College. This category consists of: (1) scientific forms of cultural capital, (2) behavior and practices related to science, and (3) scientific forms of social capital. The text presents the development of this concept together with a discussion of its elements and their meaning. Scientific capital can be one of the greatest wealth of society, and its use depends on the future development of not only individual units, but also the country and the possibility of high achievements in the fields of science. This is a very current issue, therefore it is important to better understand the shaping of the science capital of young people. The text also reviews the previous empirical studies devoted to the analyzed category. On this basis, it was concluded that scientific capital as an educational variable is still subjected to reconceptualization, requires refinement and further exploration.


  • Archer Ker, L., DeWitt, J., Osborne, J.F., Dillon, J.S., Wong, B., Willis, B. (2013). ASPIRES Report: Young people’s science and career aspirations, age 10 – 14. London, UK: King’s College London.
  • 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), s. 922 – 948, doi10.1002/tea.21227.
  • Aschbacher P.R., Li, E., Roth, E.J. (2010). Is Science Me? High School Students’ Identities, Participation and Aspirations in Science, Engineering, and Medicine. Journal of Research in Science Teaching, 47(5), s. 564 – 582.
  • Black L., Hernandez-Martinez, P. (2016). Rethinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university. Teaching Mathematics and Its Applications, 35, s. 131 – 143.
  • Claussen, S., Osborne, J. (2013). Bourdieu’s notion of cultural capital and its implications for the science curriculum. Science Education, 97(1), s. 58 – 79.
  • Iłowiecka-Tańska, I. (2016). Budujemy kapitał naukowy. Dyrektor Szkoły, 6(270), s. 78 – 81.
  • Jensen, E., Wright, D. (2015). Critical Response to Archer et al. (2015) „Science Capital”: A Conceptual, Methodological and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts. Science Education, 99(6), s. 1143 – 1146.
  • King, H., Nomikou, E. i in. (2015). Teachers’ Understanding and Operationalisation of „Science Capital”. International Journal of Science Education, 37(18), s. 2987 – 3014.
  • Kumar, R., Singhb, S. (2017). Looking beyond the science capital: conceptualization of „science field” in the context of the Indian society. 3rd International Conference on Theory & Practice (ICTP, 2017), (s. 70 – 83). Adelaide, Australia, ISBN: 978 – 09953980– 54.
  • Lareau, A., Horvat, E.M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72, s. 37 – 53.
  • Padwick, A., DeleAjayi, O. i in. (2016). Innovative methods for evaluating the science capital of young children. Conference Paper, 2016 IEEE Frontiers in Education Conference (FIE).
  • Piwowarski, R. (2017). Rola kapitału naukowego w planowaniu i podejmowaniu przez uczniów niektórych kierunków studiów i zawodów. Edukacja Ustawiczna Dorosłych, 1, s. 138 – 146.
  • Smulczyk, M. (2016). Problematyka academic resilience – teoria, badania i praktyczne zastosowanie. Przegląd Badań Edukacyjnych, 23(2), s. 165 – 194.
  • „Wystawy dla Wszystkich”. Kapitał naukowy a zwiedzanie centrów nauki przez szkolne grupy szóstoklasistów. Raport podsumowujący, Warszawa 2017. Pobrane z:
  • Wong, B. (2016). Minority Ethnic Students and Science Participation: a Qualitative Mapping of Achievement, Aspiration, Interest and Capital. Research in Science Education, 46(1), s. 113 – 127.

Wiadomość do:



© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart