Nag Chowdhuri, Meghna; King, Heather; Archer, Louise; (2022) The Primary Science Capital Teaching Approach – Building science engagement for social justice. Journal of Emergent Science (23) pp. 34-38.

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Abstract

Although many children enjoy school science, not all of them feel that science is ‘for them’, especially those belonging to minoritised communities. This paper showcases the Primary Science Capital Teaching Approach (PSCTA), developed by researchers in partnership with primary teachers to support every child’s engagement and identification with science. The PSCTA is a reflective framework, which provides practical ideas about how to embed an equitable approach in everyday science teaching in primary schools. The social justice framework supports children’s voice, agency and active participation in the issues that matter to them – including climate injustice, racial injustices etc. Over the course of two years (2019‐21), with the support of the Primary Science Teaching Trust (PSTT) and The Ogden Trust, the reflective framework of PSCTA was developed in partnership with 20 primary teachers across England. This article presents the framework alongside illustrative examples, insights and testimonials from participating teachers.

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