Acceso usuarios
Matthew Livesey, Leigh Hoath
This article picks up on the notion of science capital (see Mytum-Smithson and Howell (2019) on p.55 in this issue) and demonstrates how homework can be used to support its development.
Science capital is an increasingly discussed term within some education camps and one that fashionably describes the ‘science baggage’ that children carry with them. It will be used to set the context for the main content of this article. The article is formed through two different perspectives on education. First there is the theoretical view from an academic stance (Leigh Hoath). This is then grounded in examples from classroom teaching (Matthew Livesey). The conclusion then explains how these fit together.
