Science Capital team wins the 2018 BERA Public Engagement and Impact Award
By Emily Macleod, on 29 October 2018
The winner of the 2018 British Educational Research Association (BERA) Public Engagement and Impact award is The ASPIRES/ ASPIRES 2 team, along with our colleagues Enterprising Science, for our research on ‘science capital’ and educational inequalities.
BERA cited the research’s impact on national and international science education policy, practice, and understanding “across government departments, national institutions, museums, science centres, and major science and engineering professional societies.”
Professor Archer, on behalf of the ASPIRES/ASPIRES 2 and Enterprising Science team said: “We are absolutely delighted to win this award and would like to thank all the young people, teachers, schools and parents who have so kindly taken part in our research. We are also very grateful to all the stakeholder organisations who we work with. These relationships have been instrumental to our professional learning, helping us to sharpen our thinking, translate ideas and develop a richer appreciation of the potential relationship between research, policy and practice.”
The British Educational Research Association (BERA) award recognises the important impact of educational research and practice and celebrates significant contributions and activities that demonstrably engage the public.
From the BERA Panel: “The ASPIRES/ASPIRES 2 and Enterprising Science research projects team originated the concept of ‘science capital’, developed new understandings of what produces unequal patterns in science participation, and developed a teaching approach to improve science engagement. Their research has dramatically changed science education policy and practice both nationally and internationally, shifting understanding, policy and practice across government departments, national institutions, museums, science centres, and major science and engineering professional societies. The team’s work reflects their commitment to social justice, and demonstrates their ability to lead sustained improvement in broadening STEM aspirations, participation, and diversity based on strong conceptual, empirical research.”