Enterprising Science is a science education research and development project partnership between the University College London (UCL), King's College London (KCL) and the Science Museum.
Dawson, E., Archer, L., Seakins, A., Godec, S., DeWitt, J., King, H., Mau, A., & Nomikou, E. (2019). Selfies at the science museum: exploring girls’ identity performances in a science learning space. Gender and Education. DOI: 10.1080/09540253.2018.1557322.
Archer, L., Nomikou, E., Mau, A., King, H., Godec, S., DeWitt, J., & Dawson, E. (2018). 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. DOI: 10.1007/s11422-018-9870-4.
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), 501-521. DOI: 10.1007/s11191-018-9988-5.
DeWitt, J., Nomikou, E., & Godec, S. (2018). Recognising and valuing student engagement in science museums. Museum Management and Curatorship. DOI: 10.1080/09647775.2018.1514276.
Godec, S. (2018). Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science. Education Sciences, 8(1), 19. DOI: doi:10.3390/educsci8010019.
Archer, L., DeWitt, J., & King, H. (2018). Improving science participation: Five evidence-based messages for policy-makers and funders. London: UCL Institute of Education
DeWitt, J. & Archer, L. (2017). Participation in informal science learning experiences: the rich get richer? International Journal of Science Education, Part B, 7(4), 356-373. DOI: 10.1080/21548455.2017.1360531.
Enterprising Science. (2017). Science Capital Teaching Approach - Infographic. London: University College London.
Godec, S., King, H. & Archer, L. (2017). The Science Capital Teaching Approach: engaging students with science, promoting social justice. London: University College London.
King, H. & Nomikou, E. (2018). Fostering critical teacher agency: the impact of a science capital pedagogical approach. Pedagogy, Culture & Society, 26(1), 87-103, DOI: 10.1080/14681366.2017.1353539.
Archer, L., Dawson, E., Dewitt, J., Godec, S., King, H., Mau, A., Nomikou, E. & Seakins, A. (2017). Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms. Science Education, 101, 741-764. DOI: 10.1002/sce.21291.
Archer, L., Dawson, E., DeWitt, J., Godec, S King, H., Mau A., Nomikou, E., and Seakins, A. (2017). Using Bourdieu in practice? Urban secondary teachers' and students' experiences of a Bourdieusian-inspired pedagogical approach. British Journal of Sociology of Education: online first
Nomikou, E., Archer, L., King, H. (2017) Building 'science capital' in the classroom. School Science Review, 98(365), 118-124.
Archer, L. (2017). Happier teachers and more engaged students? Reflections on the possibilities offered by a pedagogical approach co-developed by teachers and researchers. Research in Teacher Education (RiTE), University of East London.
Seakins, A. & King, H. (2016). Science Capital: What is it, what is it not, and what might it be useful for informal science learning?, Ecsite, Spokes #25.
DeWitt, J., Archer, L. and Mau, A. (2016). Dimensions of science capital: exploring its potential for understanding students' science participation. International Journal of Science Education 38:16 pages 2431-2449.
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, pages 438-485 DOI: 10.1080/10508406.2016.1187147
Archer, L., Dawson, E., Seakins, A., & Wong, B. (2016) Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit. Cultural Studies of Science Education 11:4 pages. 917-939 DOI: 10.1007/s11422-015-9667-7
Enterprising Science. (2016). Science Capital Made Clear. London: King's College London.
King, H., Nomikou, E., Archer, L., & Regan, E. (2015) Teachers' understanding and operationalisation of 'science capital'. International Journal of Science Education 37:18, pages 2987-3014 DOI: 10.1080/09500693.2015.1119331
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, pages 922-948 DOI: 10.1002/tea.21227