Gokpinar, T; Reiss, M; (2016) The role of outside-school factors in science education: a two-stage theoretical model linking Bourdieu and Sen, with a case study. International Journal of Science Education , 38 (8) pp. 1278-1303. 10.1080/09500693.2016.1188332.

Preview

Text reiss_Gokpinar Reiss 2016 IJSE final.pdf Download (539kB) | Preview

Abstract

The literature in science education highlights the potentially significant role of outside-school factors such as parents, cultural contexts and role models in students’ formation of science attitudes and aspirations, and their attainment in science classes. In this paper, building on and linking Bourdieu’s key concepts of habitus, cultural and social capital, and field with Sen’s capability approach, we develop a model of students’ science-related capability development. Our model proposes that the role of outside-school factors is twofold, first, in providing an initial set of science-related resources (i.e. habitus, cultural and social capital), and then in conversion of these resources to science-related capabilities. The model also highlights the distinction between science-related functionings (outcomes achieved by individuals) and science-related capabilities (ability to achieve desired functionings), and argues that it is necessary to consider science-related capability development in evaluating the effectiveness of science education. We then test our theoretical model with an account of three Turkish immigrant students’ science-related capabilities and the role of outside-school factors in forming and extending these capabilities. We use student and parent interviews, student questionnaires and in-class observations to provide an analysis of how outside-school factors influence these students’ attitudes, aspirations and attainment in science.

Download activity - last month

Export as CSVXMLJSON

Download activity - last 12 months

Export as CSVXMLJSON

Downloads by country - last 12 months

Export as JSONXMLCSV

Archive Staff Only

View Item