Rural identity and scientific identity. An educational intervention in empty Spain

center dot In this paper we present a study of the influence of an educational intervention about the rural exodus on the attitudes towards science of a group of students taking 4th year of ESO in the city of avila. The intervention was implemented simultaneously in the History classroom (rural migrations in the contemporary age) and in the Physics and Chemistry classroom (saponification re-actions, as an example of the culture of utilisation that characterises traditional rural knowledge). The starting hypothesis is that, if we can speak of a rural identity, an activity such as the one we propose, in a context as close to the rural context as that of Avila, should lead to an increase in positive attitudes towards science. The results confirm this hypothesis and provide data for further work.