Time and place: Wednesday, 14th September 2022 at 9:15 AM–10:30 am CEST, Helga Engs hus room U30 or Zoom online.
In school, all students are equal, and success depends on their efforts and talents—so goes a popular narrative. In reality, access to science is not equally distributed. It depends on gender, social class, and ethnicity. In this seminar, we examine how external factors can influence students’ relationship with chemistry and their ability to engage in chemistry learning. For this, we use the lens of chemistry capital. The external factors we look at include aspects related to students’ home environments (e.g., parents’ knowledge of chemistry content, sharing chemistry-related activities at home) and aspects of the school system.
In this session, we will also analyze data from selected interviews and discuss how this research impacts teaching practice.
Dr. Lilith Rüschenpöhler is a researcher in chemistry education and has been teaching chemistry, French, and German as a foreign language in secondary school for 2,5 years. She obtained her PhD in 2020 from Ludwigsburg University of Education in Germany. Before this, she studied chemistry, French, philosophy, and political sciences in Bremen, Germany, and Paris, France.
Her research interests include structural inequalities in chemistry education, the influences of sociocultural factors on science learning and the development of teaching approaches to promote equal access to science.
Nani Teig, associate professor of science education at the Department of Teacher Education and School Research.