Science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation. Leveraging the immersive nature of Virtual Reality 360 videos, we present a Design-based Research iteration testing how a novel technological-learning experience influenced our urban elementary students' attitudes toward science. Using a Two-Way MANCOVA analysis, the data support that our design iteration emphasizing "context-specific learning" can prime students that do not see science as relevant to them to change these attitudes. Implications are discussed related to relationality, technology use in urban schools, and local contexts as learning resources.