Beyond the Classroom: Attitudes Toward Science and Gender Perception Among Schoolchildren Based on the Microworlds Exhibition Experience

Gender disparities in science access and persistent stereotypes can hinder girls’ aspirations in STEM fields. While formal education may suppress scientific interest, informal learning experiences—such as museum visits—can foster positive attitudes and help reduce gender gaps. This study examines science-related attitudes and gender stereotypes among 4th to 7th grade students in Valparaíso, Chile, comparing their perceptions in formal education and during the exhibition Microworlds: Science and Art in Your Hands (MSA), a museographic installation at the Natural History Museum of Valparaíso. Using a quasi-experimental quantitative design, a structured questionnaire was administered to 235 students from seven public schools. Results revealed positive attitudes toward science, teachers, the MSA exhibition, and the role of women scientists. Girls reported higher-than-expected self-assessments in science, and the notion that science is gender-exclusive was broadly rejected. A significant association was found between perceived science performance and gender, but no significant differences emerged in motivation when comparing formal and informal education settings. These findings underscore the pivotal role of teachers in shaping scientific attitudes and suggest a potential sociocultural shift in how girls perceive their place in science. The MSA exhibition is validated as an effective science communication experience that promotes inclusive and positive engagement with scientific work.