Jennifer K. Holtz

Valuing Science and Science Learning as Scientific Capital

Gerhard Ertl, the 2007 Nobel Prize winner in chemistry, said a remarkable thing in the days prior to receiving his award. “Science is international,” he said. “So there is no Chinese science, no German science, no American science. That means that all the free exchange of results between the different countries is necessary” (Edmonds, 2007, para. 4). One of two German scientists to win a 2007 Nobel Prize – the other is the physicist, Peter Gruenberg – Ertl’s comments were made within the context of a discussion about the role of science in solving the world’s problems. What makes his comment remarkable is that it still needs to be said, after decades of collaborative science across the globe. Over 60 years ago, science was recognized as a major—perhaps the major—force behind world economies (Bush, 1945). Five of UNESCO’s World Development Indicators are related to advances in science knowledge (i.e., defense, transportation, power and communication, information technologies and science and technology), and world leaders from China to Canada press the need for science infrastructure and science-friendly policy (Health Canada, 2007; Zhu, 2006). Science capacity is scientific capital. Tertiary and continuing science education play irreplaceable roles in the development of scientific capital. In this chapter, we posit the interrelationship of three elements – self-efficacy, societal capital and science valuation – as foundational to scientific capital as a force for development initiatives, conceptualized in Fig. 6.1, and explore the theory and interrelationships behind each element. We also provide examples of science education initiatives at the national or international level designed to enhance scientific capital within several societies struggling with vastly differing challenges—from the basic need for clean water to the under employment of extant human resources and the dearth of even elementary information and communications technology (ICT) – then discuss threads connecting each to the three elements described. Those funding the initiatives tend to be non-governmental agencies (NGOs) (e.g., UNESCO), although government-based initiatives are included, sometimes as an adjunct to the work of NGOs.