Science Capital Questionnaire (Archer et al., 2015)

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Instrument Overview

Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths

Grounded in a strong sociological framework linking science participation, identity, and aspirations

Useful for understanding whether programs are changing students’ interest or plans in science

Helps explain why some students feel confident in science and see themselves as “science people”

Looks at science experiences both in and out of school, not just test performance

Cautions

Combines many ideas into one overall score, which can make results harder to interpret

Based on students’ self-reports rather than direct evidence of learning or behavior

Works best alongside interviews or observations, not as a stand-alone measure

The Science Capital Questionnaire is a student survey that measures young people’s access to and engagement with science-related resources, experiences, and networks. Developed by Archer and colleagues in 2015, the questionnaire assesses “science capital,” which includes science-related knowledge, attitudes, qualifications, family support, and social connections that can shape students’ participation in science.

The tool was designed for use with secondary students, typically ages 11–15. It classifies students into levels of science capital (such as high, medium, or low) and examines how these levels relate to aspirations, self-confidence in science, and future plans. The instrument has been used to study patterns by gender, ethnicity, and academic track.

Schools, districts, and researchers can use the questionnaire to better understand students’ science identity, access, and aspirations. Results can inform equity-focused improvement efforts and outreach strategies aimed at broadening participation in science.

Organization

Topic
Student Well-Being
Collection(s): Science Instruction and Identity
Collection Category(ies)
Student Aspirations, Interest, and Identity
Tags
Science education

Content

Grades
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade
Languages
English
Respondent
Student

Administration Information

Length
14 items

Access and Use

Price

Free

Contact

Louise Archer: 
Email: louise.archer@kcl.ac.uk


Amy Seakins: 
Email: a.seakins@imperial.ac.uk


Billy Wong: 
Email: b.wong@reading.ac.uk

Link
https://doi.org/10.1002/tea.21227
Open Access
Yes
Use in Research

Felicia Godfrey Lopez. (2023). Australian Secondary science teachers’ perceptions about their classroom practices and student engagement – an analysis based on Science Capital Teaching Approach. International Journal of Science Education, 1–22. https://doi.org/10.1080/09500693.2023.2275327

Psychometrics (additional guidance)

Psychometric References

Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948. https://doi.org/10.1002/tea.21227

Item Type
Multiple choice
Likert