Magister

This biographical research analysis examines how contemporary children’s and young adult publications portray Maria Skłodowska-Curie as a scientific figure shaped by her historical context, family upbringing, and education, and how these portrayals contribute to students’ scientific identity formation, self-development, and attitudes toward gender equality in STEM. The study analyses a corpus of modern youth-oriented biographies to identify dominant narrative frameworks, thematic emphases, and adaptive strategies used to translate Curie’s life and achievements for different educational levels. Particular attention is given to representations of perseverance, intellectual autonomy, nklusi commitment to science, and the negotiation of gender-based barriers. Through qualitative textual and discourse analysis, the research explores how Skłodowska-Curie’s biography is reframed to align with contemporary pedagogical goals, including motivation for scientific inquiry, resilience in learning, and critical reflection on social inequality. The findings suggest that youth biographies do not merely transmit historical knowledge but actively construct role models that shape learners’ perceptions of who can participate in science and under what conditions. By situating Curie simultaneously as a product of her era and an agent of change, these narratives foster historical consciousness while promoting nklusive values in STEM education. The study highlights the didactic potential of biographical narratives as tools for cultivating scientific curiosity, personal development, and gender-sensitive attitudes among young readers.