Abstract
Science education is becoming increasingly vital, providing essential critical thinking skills for young people to navigate a world inundated with information, new technology, and AI capabilities. While the future impact of these developments remains uncertain, science, with its methods and culture, can empower youth with the abilities to assess them critically and engage responsibly with their potential offerings. However, science is neither their strongest nor their most popular subject, causing society and policymakers to be highly concerned about the availability of a skilled workforce to confront the problems facing our world. Bringing current science to school curriculum as early as in primary school has been researched as a probable solution to this issue. This paper presents a K-6 three-year study on conventional concepts, future choices, and perspectives on science after a STEM action plan, revealing promising and unexpected results that could lead to influence science identity and build science capital to young learners.