Poster (pdf) 

This study presents three dimensions forming science capital from parents’ perspective. More specifically, we deepen the understanding of parents’ values and attitudes towards science and science education as well as find out different ways parents support their children's science learning at home. In 1986 Bourdieu indicated three forms of capital (economic, cultural and social) which all have a capacity and tendency to produce benefit in society. Going beyond Bourdieusian forms of capital Archer et al. (2015) propose that science-related resources should be as equally considered as essential forms of capital as they can produce social advantage or disadvantage. Therefore, attention should be given to find out the importance of parents' science capital and its role in empowering their children with science related decisions. According to previous research (Bauer et al., 2007) science capital refers to a person’s knowledge about science and scientific literacy. However, with this research we want to emphasize the importance of parents’ scientific attitudes, behavior and practices. Bell et al. (2009) points out that science learning should be broader than mastering the science curriculum and more focused on developing science interest and identity. With our study we wish to remind that not only schools’ and teachers’ but parents’ role in creating the motivation and positive attitude towards science learning is essential. As in other work (Hidi & Renninger, 2006; Rogoff, 2003), parents’ role and participation in everyday activities, to increase children’s interest in science, is significant. This presentation presents preliminary results from our analyses of a science capital survey conducted with a nationally representative sample of 740 parents in Finland aged 26 – 69. The core aim of the questionnaire was to collect data of Finnish parents’ perceptions of science and to find out concrete ways how families support children’s interest in science in everyday life. Furthermore, we illustrate forms of parents’ science capital in association with parents’ age, residential area, education and profession. Finally, this research is a step towards considering the children’s science interest in family context to increase scientific literacy as well as aspiration and participation in STEM careers.