The declining interest in Science, Technology, Engineering, and Mathematics (STEM) careers among young students, particularly the persistent underrepresentation of women, has become a significant global concern. While earlier studies highlighted an achievement gap in mathematics and science between boys and girls, recent international assessments, such as PISA, suggest that this gap has largely closed. However, gender disparities in attitudes towards STEM careers and the persistence of stereotypes continue to impede gender equity in these fields. The primary school years appear to be a critical period for addressing these issues. This study investigates the impact of a targeted STEM intervention focused on modern physics on students' perceptions of science, attitudes towards STEM subjects, and the persistence of gender-related stereotypes. Preliminary findings suggest that the intervention significantly improved female students' self-efficacy in science and led to notable reductions in stereotypical beliefs about gender and STEM abilities.

Science education is becoming increasingly vital, providing essential critical thinking skills for young people to navigate a world inundated with information, new technology, and AI capabilities. While the future impact of these developments remains uncertain, science, with its methods and culture, can empower youth with the abilities to assess them critically and engage responsibly with their potential offerings. However, science is neither their strongest nor their most popular subject, causing society and policymakers to be highly concerned about the availability of a skilled workforce to confront the problems facing our world. Bringing current science to school curriculum as early as in primary school has been researched as a probable solution to this issue. This paper presents a K-6 three-year study on conventional concepts, future choices, and perspectives on science after a STEM action plan, revealing promising and unexpected results that could lead to influence science identity and build science capital to young learners.

Science education has been entrusted with the responsibility to improve young learners' scientific literacy and enhance their ability to think, behave and act in a manner of a scientist. Scientists have frequently been conceived as professionals, critical thinkers, creative talents, and experts providing scientific information. This study ventures into the critical examination of young learners' perceptions of scientists, probing whether these views are static or evolve with educational engagement. Through the participation of 140 elementary students in Greece, it is aimed to unravel the influence of gender stereotypes and media portrayal on learners' conceptualization of scientists, comparing contemporary perceptions to historical data. The approach includes a “Draw a Scientist” activity and surveys administered before and after exposure to educational media, offering a unique lens on the stereotypes and the potential transformative power of targeted educational interventions. Initial findings point toward a malleable understanding of scientific roles among young learners, influenced significantly by media and role models. This research investigates into the initial perceptions of scientists held by students and examines if these perceptions evolve following engagement in a systematic educational setting while underlines the need for media literacy and diverse representation in STEM fields to foster an inclusive perception of science from an early age.

Students' attitudes towards science has been an issue of longstanding attention in science education for over 50 years, as it has been proven to affect academic performance and often influence the professional path students choose to follow. A decline in students' interest in science and technology has been of great concern to societies and policy makers. One way to sway students' aspirations is engaging science programs introducing them, early enough, to be able to cause an effect. This study presents the findings of a STEM initiative which has been implemented for a second year running in upper primary school classes. The program explores students' attitudes, beliefs, ideas, and stereotypes on science, regarding the significance of science to them and the environment. Some results parallel those of the previous year, while others give insight on other elements of the study.