Science Capital

5 reasons I’m a Scientist is worth your lesson time… even for exam classes.

Project Wrangler Katie was a science teacher before joining the I’m a Scientist team, so has first-hand experience of the intense curriculum pressures teachers face. Here she talks us through how I’m a Scientist benefits your students with 5 reasons why it’s worth allocating lesson time to the activity.
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Posted on June 26, 2018 by admin in News, Science Capital | Comments Off on 5 reasons I’m a Scientist is worth your lesson time… even for exam classes.

Using I’m a Scientist to increase participation in higher education

“Traditionally, not many of our students go on to university. I’m a Scientist helps by allowing students to relate to scientists and helping them see the value of studying at a higher level.”

– Mark McNally, Science Teacher


A mixed 2-19 academy, where over two thirds of the school population are students from disadvantaged backgrounds, took part in I’m a Scientist in March 2018. Mark tells us how the activity helped interest his students in science careers and consider higher education.

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Posted on May 2, 2018 by admin in Case Study, Evaluation, News, Science Capital, Teachers, Widening Participation | Comments Off on Using I’m a Scientist to increase participation in higher education

Providing STEM opportunities for distant schools

Baltasound_Junior_High_School_in_the_snow_-_geograph.org.uk_-_1725784“As we are a remote rural community we do not have a huge variety of careers on our doorstep but these events help to bring them closer to pupils. More students should be getting these funded opportunities across the UK.”

– Emily Tulloch, Science teacher on the island of Unst.


The most northerly school in the UK is located in one of our most distant areas in the Shetland Isles. Emily tells us how I’m a Scientist allowed her remote students to explore a range of STEM careers and increased motivation to learn science. Continue reading

Posted on April 6, 2018 by admin in Case Study, Evaluation, News, Science Capital, Teachers, Widening Participation | Tagged | Comments Off on Providing STEM opportunities for distant schools

Thinking about Science Capital

We’re thinking increasingly about Science Capital and how we apply it to our projects. It is a powerful concept that resonates strongly with what we aim to do and we want to make sure our projects make as much of a positive contribution to young people’s Science Capital as they can. We are looking for ways to evaluate in relation to Science Capital to show whether we are achieving this. What is Science Capital? If you’ve read the 2013 ASPIRES report you’ll be familiar with this striking graph showing that although nearly 80% of UK students value science, less than 20% aspire to be scientists. Why is this? Graph courtesy of ASPIRES/ASPIRES2: ucl.ac.uk/ioe/departments-centres/departments/education-practice-and-society/aspires Based on their research, the ASPIRES team have developed the concept of Science Capital; the combination of experiences, personal connections, knowledge and attitudes that contribute to how much a young person identifies as a “science person”. The … Continue reading

Posted on October 6, 2017 by in Evaluation, News, Science Capital | Comments Off on Thinking about Science Capital

Osmium Zone – I’m a Scientist, not just for scientists?

UPDATE: Read about the Institute of Physics’ research into gender differences in online engagement here. In all the zones we run, we aim to include a group of scientists that show how diverse STEM careers can be. At the start of the last school year our long-time collaborators, the Institute of Physics, asked us to take this idea a step further in the November 2015 Osmium Zone. A zone usually comprises five people working at the cutting edge of scientific research. This time the IOP wanted to fund a zone with four people who had studied Physics at A-level or higher, and now worked outside of academia and research, plus one physics researcher. The kicker? Ideally, those four people would also be in jobs that made use of their Physics education. Why? Studies show that children are not aware that studying science gives you transferable skills valuable in fields outside of traditional research. Making children more … Continue reading

Posted on September 1, 2016 by in Evaluation, Event News, News, Science Capital | Comments Off on Osmium Zone – I’m a Scientist, not just for scientists?