Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

Abstract In this position paper, we introduce the concept of socioscientific capital (SSC) to denote students' resources that unequivocally play a part when students learn about and make decisions regarding socioscientific issues (SSIs). Students use a variety of resources when they engage with SSI. Our conceptualization of SSC expands on current conceptualizations to refer to resources related to both the scientific and the non‐scientific aspects of SSI, including internal resources (personal experiences, values, attitudes, beliefs, knowledge, and skills), external resources (family, friends, communities, and media), and meta‐level resources (dominant frames and cultures). Aiming to strengthen SSI education, we argue for taking into account how students' resources impact their SSI‐related learning and decision‐making. To this end, insight into students' SSC is needed and is imperative for teachers. By bringing together literature about SSI education and literature about students' resources, we provide a conceptual view on students' SSC and describe implications for SSI education.