2026-06-28T16:43:23Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/101402025-02-01T01:05:29Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146

00925njm 22002777a 4500 dc Toma, Radu Bogdan author 2024 Despite improvements in female science enrolment, the gender gap remains in some disciplines. This study examines whether elementary school students (N = 1012, third to sixth graders) display gender-stereotypical interest in learning biology and physics content and how this affects their attitudes towards school science. K-means cluster analysis revealed four interest profiles that resemble career enrolment patterns, with slightly more girls in profiles of high interest in biology over physics (biology interest) and low interest in both disciplines (disinterested), and more boys in high interest in physics over biology (physics interest) and high interest in both disciplines (interested). Students in the interested profile had more positive attitudes towards school science than those in the other profiles. These findings suggest gender segregation in science may be shaped before students make career decisions, calling for attitude-based, gender-inclusive educational interventions from elementary grades. 0021-9266 http://hdl.handle.net/10259/10140 10.1080/00219266.2022.2147208 2157-6009 Attitudes Science education Gendered interest Biology Physics Elementary school students’ interests and attitudes towards biology and physics