Science literacy is crucial for empowering students in all educational contexts, particularly in urban schools where cultural and socioeconomic diversity present both challenges and opportunities. This study assesses the potential impact of a science workshop entitled "The Invisible Life of Bacteria," delivered to fourth-grade students (ages 9–10) at Agrupamento de Escolas Abel Salazar (Abel Salazar School Cluster) - Matosinhos, Portugal, during the 2023/24 academic year. Designed to promote microbiology literacy, spark curiosity, and challenge stereotypes, the workshop combined storytelling, hands-on experiments, and direct interaction with a scientist.

The workshop was conducted across all primary classes in the school cluster, but this study focuses on data collected from one class. While this limits the generalisability of the findings, the feedback from this group provides valuable insights into the potential impact of such workshops. Pre-workshop data analysis revealed that although 24% of students had previously met a scientist, they primarily associated science with laboratory tools (e.g., "test tubes," "white coats") and described scientists as "intelligent" or "curious" but often distant or unfamiliar figures. Post-workshop feedback revealed significant changes, with students expressing enthusiasm for the hands-on activities, particularly creating their own "bacteria". Furthermore, the students expressed positive sentiments, sharing reflections as "I was happy" and "I am glad I learned about bacteria," with many indicating a desire for more time to engage in the activity and reporting that "working in science is wonderful". Students also demonstrated enhanced microbiology understanding, associating them with tangible real-world applications. These included the protective role of bacteria in the human body, biodiversity conservation or environmental challenges. Some students offered creative responses, for example, suggesting that they could solve global problems (e.g., "If bacteria did not exist, we would not be healthy") and even proposing technological solutions such as "creating machines or technological devices". All students described the experience as "inspiring" and "exciting", and indicated that they had learned something new. Notably, 82.4% of students indicated they could envision themselves as scientists. The workshop also helped challenge gender stereotypes; students acknowledged science as equally accessible to both boys and girls. Additionally, the session successfully engaged students with special educational needs, emphasizing its inclusive design.

Given the promising results from this particular class, future studies will expand the analysis, thereby facilitating a more comprehensive understanding of the workshop's impact. These findings demonstrate that practical, interactive science education can foster enthusiasm and enhance microbiology literacy while challenging stereotypes about science and scientists. By linking science to real-world contexts and emphasizing positive representation, programs like this can empower students, promote gender inclusivity, and enhance literacy in microbiology, particularly in diverse school environments.

Keywords: Microbiology Literacy, STEM Education, Stereotype Breaking in Science.