The Hidden Price of Interest in Science - in a Gender Perspective

The Danish LEARN project investigates the gender gap in science interest among pupils, focusing on the motivation orientations of the most interested students. Drawing from expectancy-value theory, activity theory, and reflexive sociology, the project aims to understand the barriers and inertia in science education from a Danish context. The study employs a mixed-methods approach, including field observations, quantitative surveys, and group interviews, conducted over three years in lower secondary schools. Preliminary findings reveal significant gender differences in science motivation, with boys showing higher interest and lower perceived social costs compared to girls. The concept of "alibi-strategies" is introduced to describe the rationales youths use to justify their engagement or lack thereof in science. The study highlights the need for science education to address these gendered perceptions and suggests that teacher development could benefit from these insights to foster more inclusive science learning environments.