Browse by UCL people
Group by: Type | Date
Number of items: 40.
Article
Archer, L;
Calabrese Barton, A;
Dawson, E;
Godec, S;
Mau, A;
Patel, U;
(2022)
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning.
Cultural Studies in Science Education
10.1007/s11422-021-10065-5.
(In press).
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Archer, L.;
King, H.;
Godec, S.;
Chowdhuri, M.N.;
(2024)
Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach.
London Review of Education
, 22
(1)
, Article 7. 10.14324/LRE.22.1.07.
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Archer, Louise;
Godec, Spela;
Patel, Uma;
Dawson, Emily;
Calabrese Barton, Angela;
(2023)
“It really has made me think”: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool.
Pedagogy, Culture and Society
10.1080/14681366.2022.2159504.
(In press).
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Archer, L;
Dawson, E;
DeWitt, J;
Godec, S;
King, H;
Mau, A;
Nomikou, E;
(2018)
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach.
British Journal of Sociology of Education
, 39
(3)
pp. 283-298.
10.1080/01425692.2017.1335591.
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Archer, L;
Dawson, E;
Seakins, A;
DeWitt, J;
Godec, S;
Whitby, C;
(2016)
“I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit.
Journal of the Learning Sciences
, 25
(3)
pp. 438-485.
10.1080/10508406.2016.1187147.
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Archer, L;
DeWitt, J;
Dawson, E;
Godec, S;
King, H;
Mau, A;
Nomikou, E;
(2017)
Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London Secondary Science Classrooms.
Science Education
, 101
(5)
pp. 741-764.
10.1002/sce.21291.
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Archer, L;
Godec, S;
Calabrese Barton, A;
Dawson, E;
Mau, A;
Patel, U;
(2021)
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes.
Science Education
, 105
(1)
pp. 166-203.
10.1002/sce.21602.
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Archer, L;
Nomikou, E;
Mau, A;
King, H;
Godec, S;
DeWitt, J;
Dawson, E;
(2019)
Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms.
Cultural Studies of Science Education
, 14
pp. 723-751.
10.1007/s11422-018-9870-4.
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Danielsson, Anna;
King, Heather;
Godec, Spela;
Nyström, Anne-Sofie;
(2022)
The identity turn in science education research: a critical review of methodologies in a consolidating field.
Cultural Studies of Science Education
10.1007/s11422-022-10130-7.
(In press).
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Dawson, E;
Archer, L;
Seakins, A;
Godec, S;
DeWitt, J;
King, H;
Mau, A;
(2020)
Selfies at the science museum: exploring girls' identity performances in a science learning space.
Gender and Education
, 32
(5)
pp. 664-681.
10.1080/09540253.2018.1557322.
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DeWitt, J;
Nomikou, E;
Godec, S;
(2019)
Recognising and Valuing Student Engagement in Science Museums.
Museum Management and Curatorship
, 34
(2)
pp. 183-200.
10.1080/09647775.2018.1514276.
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Godec, S;
Archer, L;
Dawson, E;
(2021)
Interested but not Being Served: Mapping Young People's Participation in Informal STEM Education.
Research Papers in Education
, 37
(2)
pp. 221-248.
10.1080/02671522.2020.1849365.
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Godec, S;
Nag Chowdhuri, M;
(2021)
Tackling inequality: why you need this teaching tool.
Tes magazine
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Godec, S;
Watson, E;
(2021)
Science Capital & Equity Compass: Supporting inclusive, equitable engagement.
Roots
, 18
(2)
pp. 26-28.
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Godec, Spela;
Archer, Louise;
Moote, Julie;
Watson, Emma;
DeWitt, Jennifer;
Henderson, Morag;
Francis, Becky;
(2024)
A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University.
International Journal of Science and Mathematics Education
10.1007/s10763-023-10438-y.
(In press).
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Godec, S;
(2020)
Home, School and the Museum: Shifting Gender Performances and Engagement with Science.
British Journal of Sociology of Education
, 41
(2)
pp. 147-159.
10.1080/01425692.2019.1700778.
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Godec, S;
(2018)
Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science.
Education Sciences
, 8
(1)
, Article 19. 10.3390/educsci8010019.
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Godec, S;
King, H;
Archer, L;
Dawson, E;
Seakins, A;
(2018)
Examining Student Engagement with Science Through a Bourdieusian Notion of Field.
Science & Education
, 27
(5-6)
10.1007/s11191-018-9988-5.
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Godec, S;
Patel, U;
Archer, L;
Dawson, E;
(2020)
Young people’s tech identity performances: why materiality matters.
International Journal of STEM Education
, 7
, Article 51. 10.1186/s40594-020-00249-w.
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Grimalt-Álvaro, C;
Couso, D;
Boixadera, E;
Godec, S;
(2021)
“I see myself as a STEM person”: Exploring high school students’ self-identification with STEM.
Journal of Research Science in Teaching
10.1002/tea.21742.
(In press).
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Nag Chowdhuri, M.;
King, H.;
Godec, S.;
Archer, L.;
(2023)
Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers.
London Review of Education
, 21
(1)
, Article 37. 10.14324/LRE.21.1.37.
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Report
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Godec, S;
King, H;
Archer, L;
(2017)
Dull Addysgu'r Cyfalaf Gwyddoniaeth: Ymgysylltu myfyrwyr gyda gwyddoniaeth, hyrwyddo cyfiawnder cymdeithasol.
Coleg Prifysgol Llundain: Llundain, Deyrnas Unedig.
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Godec, S;
King, H;
Archer, L;
(2019)
Naturfaglig Kapita: motiverer flere – og flere ulike – elever i naturfag.
Realfagsløyper: Oslo, Norway.
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Godec, S;
King, H;
Archer, L;
(2017)
The Science Capital Teaching Approach: engaging students with science, promoting social justice.
UCL Institute of Education: London, UK.
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YESTEM Project Team;
(2022)
YESTEM Insight: How to set up and run an equitable youth board.
YESTEM
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YESTEM Project Team;
(2022)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – Funders Edition.
YESTEM
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YESTEM Project Team;
(2022)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – STEM Ambassadors Edition.
YESTEM
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YESTEM Project Team;
(2021)
YESTEM Insight 1: The Equity Compass: A Tool for supporting socially just practice.
Youth + Equity + TEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2: What are Core Equitable Practices in informal STEM learning?
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.1: Recognizing.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.2: Re-seeing and Re-shaping.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.3: Co-designing.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.4: Reclaiming.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.5: Shifting Narratives.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.6: Critically Being With.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.7: Embracing Humanity.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 2.8: Authority Sharing.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight 3.1: Equitable Youth Outcomes Model for informal STEM learning.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – School Leaders and Governors Edition.
Youth Equity + STEM (YESTEM): London, UK.
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YESTEM Project Team;
(2021)
YESTEM Insight: The Equity Compass: A Tool for supporting socially just practice – Teacher Edition.
Youth Equity + STEM (YESTEM): London, UK.
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