Impacto en la actitud hacia la ciencia de un taller con realidad virtual inmersiva y microscopía en estudiantes de Educación Primaria y Secundaria en entornos rurales

This study examines attitudes towards science among second and third cycle primary school and first and second year secondary school students in a rural area of Granada, and the impact on these attitudes of a workshop using immersive virtual reality and microscopy. A TDSAS questionnaire was administered before and after the workshop, covering affective, behavioural, and cognitive dimensions. The pre-test results found that student attitudes become progressively more negative over time, especially in the transition to secondary school, but showed no significant differences between genders, in keeping with previous studies. Statistically significant improvements in attitudes towards science were observed following the intervention, despite the brevity of the workshop. These improvements were concentrated among third cycle primary school students. Statistically significant improvements were observed among both genders, although to a lesser extent among girls.