In an article published in the Journal of Science Communication, a team of Brazilian researchers—Ariane Carolina da Rocha, Ana Carolina Steola and Ana Cláudia Kasseboehmer, all from the Instituto de Química de São Carlos (Universidade de São Paulo)—worked with numerous public school classes of various types to show how non-formal education methods, such as those used in science museums, can support traditional educational pathways and improve students' motivation.

Chemophobia

There is a specific term to describe the phenomenon: chemophobia. "It is the negative perception of chemistry and is often associated with the idea that it is dangerous, too difficult or disconnected from everyday life. This perception generally stems from a lack of information and from the way chemistry is taught," explains da Rocha.

"Chemistry is often perceived as difficult because it involves abstract concepts, symbols and mathematical representations. Many students—and even other people—do not see a clear link between chemistry and their daily lives."

"Traditional teaching methods can be very content-focused and not very interactive, which reduces student engagement," da Rocha continues. For this reason, the non-formal education methods used in science museums and science centers can play an important role in supporting school curricula.

The theoretical framework: Self-Determination Theory