Afraid of chemistry at school? It’s not all the subject’s fault

(Press-News.org) Raise your hand if you dreaded chemistry lessons at school. Apart from a few exceptional cases, this discipline is often perceived as difficult, abstract and removed from real life. This affects students’ motivation and choices, discouraging them from pursuing academic and professional careers in this important and, in fact, fascinating field.

In a new article published in JCOM, 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 centres can play an important role in supporting school curricula.

The theoretical framework: Self‑Determination Theory

Da Rocha and her colleagues based their research on the theoretical framework of Self‑Determination Theory (SDT), formulated by Edward Deci and Richard Ryan in 1985. SDT is a psychological theory proposing that motivation is strongly linked to three basic needs: autonomy, competence and relatedness. “We chose this theoretical framework because it helps us understand not only what students learn, but also how they feel during learning, especially in non‑formal education contexts,” says da Rocha.

The research took place with high‑school students from six public schools in peripheral neighbourhoods of São Carlos, Brazil. The choice of these schools aimed to expand students’ access to non‑formal education experiences and to science communication initiatives linked to the university.

An interactive exhibition on advanced oxidation processes An interactive exhibition explaining advanced oxidation processes (AOP), visited by more than 250 students, was used in the study. The exhibition, based on a university research project, illustrated various processes for degrading organic compounds such as dyes, pharmaceuticals and personal care products. Among these, AOP stood out, capable of transforming organic compounds into less toxic substances using techniques considered environmentally friendly. In this context it was possible to explore and discuss, through science communication activities, concepts such as electrochemistry, oxidation for pollutant degradation and radical reactions. The activity involved interaction with a physical model and with the exhibition. For the qualitative phase, students who had shown the highest and lowest levels of participation were selected for interviews, allowing different forms of engagement, interest and participation to be analysed.

Reducing chemophobia through non‑formal education The results showed that students who took part in the non‑formal education activities demonstrated greater interest and involvement in chemistry: interacting with the subject increased their sense of competence and confidence, leading to a more positive and closer perception of the discipline.

“This indicates that chemophobia does not depend solely on the content itself,” concludes da Rocha, “but also on teaching approaches and learning environments.” When students experience meaningful, interactive and welcoming contexts, negative perceptions of chemistry tend to diminish.


The paper “Exploring Chemistry: the impact of an interactive model on student motivation in non-formal education spaces” is part of JCOM’s new special issue “Unexpected places.”

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