IOE - Faculty of Education and Society


VIRTUAL EVENT: Beyond ‘fun’ primary science: building science engagement for social justice

04 October 2021, 12:00 pm–1:00 pm

Three children exploring science. Image: Monstera via Pexels

This event showcases the Primary Science Capital Teaching Approach, designed to support every child’s engagement and identification with science.

This event is free.

Event Information

Open to







Emma Wisby

Through this presentation, you will learn how the Primary Science Capital Teaching Approach (PSCTA) works with any curriculum, supporting teachers to reflect on their teaching and then ‘tweak’ their practice in line with a set of core principles. The impact of the approach on learners and teachers and how schools can adapt it will also be covered.

This event is part of T4’s World Education Week. This event will be particularly useful for those interested in science education, STEM education, social justice approaches.

About the PSCTA

Researchers from the UCL Institute of Education and King's College London co-developed the Primary Science Capital Teaching Approach (PSCTA) with teachers across England.

It is designed to help teachers use science teaching to value the identities, experiences, histories and ideas of all children in the class; and support children’s ‘voice’ and agency. It is a reflective practice framework for teachers and schools to help better support every child’s engagement and identification with science. 

Rather than simply providing children with ‘more’ science, the PSCTA seeks to change how science is represented, taught and experienced.

At its core, it is about changing practice to make school science more inclusive and equitable rather than changing learners. The approach supports teachers in adopting a social justice mindset: thinking critically about the power relations in classrooms and identifying and understanding inequalities that may go unnoticed. 


Image: Monstera via Pexels

About the Speakers

Professor Louise Archer

Karl Mannheim Professor of Sociology of Education at the UCL Institute of Education

Author of over 100 publications to date, Louise’s research focuses on educational identities and inequalities (particularly concerning social class, ‘race’/ethnicity and gender) across educational sectors. She has directed numerous extensive, funded research studies focusing on inequity in STEM participation.

Current projects include:

Louise enjoyed working with teachers and educators and was awarded the 2018 BERA Impact prize and a 2019 ESRC Impact prize.

More about Professor Louise Archer

Dr Heather King

Reader in Science Education at King’s College London

Heather's research examines how educators foster learner engagement with science with a particular focus on supporting equitable practices.

Heather has researched teacher understanding and implementation of science capital-informed approaches in secondary and primary contexts and has also applied the lens of science capital to educator practices in informal science learning settings such as museums and maker spaces.

Her work addresses both the development of learners’ science identities and the selection of pedagogical practices on the part of teachers. Heather leads MA modules in STEM Leadership and practice, STEM Making and PGCE Science.

Dr Meghna Nag Chowdhuri

Research Fellow at the UCL Institute of Education

Meghna's current research explores ways of incorporating a social justice mindset into primary science teaching. Her PhD study explored how primary school teachers in government-run schools in Delhi interpret and use reformed mathematics textbooks to make mathematics inclusive and accessible for all children.

She completed her MPhil in Mathematics Education at the University of Cambridge and MSc in Applicable Mathematics at the LSE. Her research interests include social justice issues in science and mathematics education, primary school education, international education and curriculum development.

More about Dr Meghna Nag Chowdhuri