Institute of Education


Publications from the Enterprising Science project

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.

2019     2018     2017     2016     2015



Dawson, E., Archer, L., Seakins, A., Godec, S., DeWitt, J., King, H., Mau, A., & Nomikou, E. (2019 - online). 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 - online). 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 - online). 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 - online). 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: 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

King, H. & Nomikou, E. (2018). Fostering critical teacher agency: the impact of a science capital pedagogical approach. Pedagogy, Culture & Society, 26:1, pages 87-103. DOI: 10.1080/14681366.2017.1353539.

Archer, L., Dawson, E., DeWitt, J., Godec, S King, H., Mau A., Nomikou, E., and Seakins, A. (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, pages 283-298. DOI: 10.1080/01425692.2017.1335591.



DeWitt, J. & Archer, L. (2017). Participation in informal science learning experiences: the rich get richer? International Journal of Science Education, 7:4, pages 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.

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 classroomsScience Education, 101:5, pages 741-764. DOI: 10.1002/sce.21291.

Nomikou, E., Archer, L., King, H. (2017) Building 'science capital' in the classroom. School Science Review, 98:365, pages 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 7:1, pages 29-32.



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. DOI: 10.1080/09500693.2016.1248520.

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 VisitJournal 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.