2026-05-04T10:14:57Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/101402025-02-01T01:05:29Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146
Repositorio Institucional de la Universidad de Burgos
author
Toma, Radu Bogdan
2025-01-31T17:08:06Z
2025-01-31T17:08:06Z
2024
0021-9266
http://hdl.handle.net/10259/10140
10.1080/00219266.2022.2147208
2157-6009
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.
eng
Attitudes
Science education
Gendered interest
Biology
Physics
Elementary school students’ interests and attitudes towards biology and physics
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/10140/1/Toma-jbe_2024.pdf
File
MD5
e4344e10903d3a286399d118d6d5292f
839343
application/pdf
Toma-jbe_2024.pdf