Recognising and valuing student engagement in science museums

Abstract

ABSTRACTStudent engagement with museum content is an integral part of the mission of many institutions, including science museums. Our research utilises a sociological lens to bring a new perspective on engagement in such spaces. Specifically, we draw on qualitative data from student visits to a science museum to explore what engagement might be possible, by whom, and under what circumstances. The students in focus are of underrepresented ethnic and cultural backgrounds in the museum, and do not have high levels of science capital. Our findings reveal that moments of engagement occur when there is alignment between personal habitus and capital – the students’ dispositions and practices – and the field, the museum's conventions and rules, as well as its objects and exhibits. However, this engagement was often with the historical or social aspects of exhibits, rather than the science behind them. We propose this approach to engagement as a useful tool for museum practitioners.