Abstract:

Rural communities worldwide face unique challenges, with limited access to quality education initiatives and significant disparities in accessing science. In places such as Armamar, a village located in interior of northern Portugal, unique socio-economic and geographical factors create barriers to providing equitable educational opportunities, posing challenges to achieving quality education and the principle of equal opportunity for all. In response, in the public school cluster of Armamar, in collaboration with the Municipality of Armamar and the University of Porto, established GOMA (Gomes Teixeira Science Academy) in 2022.

This study introduces GOMA's innovative program, "The Invisible Life of Bacteria," specifically designed for fourth-grade students (9-10 years old). Using engaging storytelling, hands-on activities and direct interactions with scientists, the program enhances students' understanding of microbiology, sparks scientific curiosity, challenges stereotypes, and fosters inclusivity in science, thereby addressing the educational and opportunity gap in rural regions.

Over the academic years 21/22 and 22/23, a total of 60 primary school students participated in the program. Feedback from students and schoolteachers and with post-workshop reflections were analyzed.

The results demonstrate that the program enhances students' comprehension of microbiology and fosters a lasting curiosity for science. For instance:
(i) a significant majority of students exhibited an improved understanding of microbiology concepts and all confirmed the acquisition of significant new knowledge, underlining the workshop's effectiveness;
(ii) around 80% of students experienced their first interaction with a scientist, and in response, 100% expressed enthusiastic sentiments, highlighting a solid connection to this aspect of the workshop;
(iii) when asked about their overall impression of the workshop, 91% of the students described it as "spectacular" and 7.4% found it "fun".

Schoolteachers unanimously reported positive changes in student's attitudes toward science, recognizing the program's pivotal role in promoting inclusivity in science education.

The significance of this study extends beyond inspiring rural students. In rural areas worldwide, educational disparities and limited science access persist, making it crucial for the academic community and society to address these challenges. This initiative serves as a promising model for bridging these gaps, empowering underprivileged communities, fostering inclusivity and promoting microbiology literacy. The study's findings also provide valuable insights for future research, contributing to the ongoing dialogue on enhancing science access in underserved communities. By combining innovative strategies and a commitment to inclusivity and microbiology literacy, we aspire for a future where every student, irrespective of their background, has equal opportunities to explore and embrace science.

Keywords:

Rural Education, Microbiology Literacy, Empowerment, Inclusivity, Counter stereotypical.