The decline in students’ interest in science, particularly evident from Primary Education onwards, represents a major educational challenge today. This study explores the development of science identity in Primary Education, understood as the process by which individuals perceive themselves and are perceived by others as "science people", and how STEM education and creative thinking approaches can foster its growth. The research is grounded in a theoretical framework that defines science identity based on three core dimensions: interest in science, perceived competence, and social recognition. These dimensions are deeply influenced by teaching practices, social environments, and educational methodologies. In particular, this research aims to evaluate the impact of a didactic intervention on the development of key psychological and educational constructs among 4th grade primary students such as science identity and creativity thinking by applying validated diagnostic instruments before and after the intervention to analyze the extent to which it can foster positive changes the measured constructs and explore connections between them.

The intervention consisted of active and inclusive methodologies combining scientific inquiry, cooperative learning, and creativity-focused tasks. Activities included role-play investigations, creative storytelling (black stories), and collaborative engineering challenges related to thermal insulation. The sessions were designed from a STEM education approach through engaging, real-world applications and reflective group dynamics. Quantitative data were collected through pre- and post-intervention questionnaires that measured science identity, creative self-efficacy, and both divergent and convergent thinking. Tools were adapted from validated instruments in the literature, including a science identity questionnaire, divergent association tests, and remote associate tasks.

Statistical analyses using non-parametric tests showed a positive impact on all three dimensions of science identity. The greatest improvement was observed in perceived interest, with significant gains in the post-test, followed by competence, while recognition remained the weakest dimension, underscoring the importance of social reinforcement. Improvements were also noted in both creative self-efficacy and performance in divergent and convergent thinking tasks, significant in this latter case, suggesting that STEM tasks are effective to foster creativity.

Although no major differences were generally found between boys and girls, girls started with higher scores in most items. The intervention had differentiated effects: while it had a greater impact on science identity and convergent thinking in girls, it influenced divergent thinking more in boys. Social recognition, as a dimension of science identity, was the weakest in both groups, especially among boys after the intervention.

This research provides empirical evidence that carefully designed STEM tasks can significantly influence the science identity and creative potential of primary school students, specially among girls. It advocates for a shift in science education toward more participatory, inquiry-driven, and identity-affirming practices. Moreover, it highlights the importance of embedding reflective, evidence-based methodologies in teacher training programs to foster meaningful and lasting changes in how science is taught and perceived from an early age.

Keywords: Science identity, STEM education, creative thinking, gender, primary education, inclusive pedagogy.