RT Journal Article
T1 How to fit identities? A systematic review about scientific education from a gender perspective.
A1 García-Durán, Desirée
A1 Fernández-Oliveras, Alicia
A1 Martín-Gámez, Carolina
K1 Ciencias - Estudio y enseñanza
K1 Enseñanza primaria
K1 Transversalidad de género
AB Addressing the gender gap in science, technology, engineering, and mathematics (STEM) education has become a critical focus in recent years, emphasizing the need for gender-sensitive teaching approaches from the early stages. We conducted a systematic literature review of studies published up to September 2022, focusing on methodological guidelines for incorporating a gender perspective in primary science and engineering education. A total of 104 articles were analyzed, identifying six emerging topics: the formation of student identity and their perceptions of scientific-engineering fields, students’ attitudes towards science and engineering, potential differences in science skills between girls and boys; emotional performance in learning scientific-engineering subjects, and factors influencing the non-election of scientific-engineering subjects and studies. The findings show that implementing activities based on engineering practices in primary education has great potential to enhance the interest, participation, and self-concept of students of both genders, thereby promoting diversity and addressing the gender gap in STEM fields.
PB Modestum
YR 2025
FD 2025-12-03
LK https://hdl.handle.net/10630/41059
UL https://hdl.handle.net/10630/41059
LA eng
NO García-Durán, D., Fernández-Oliveras, A., & Martín-Gámez, C. (2025). How to fit identities? A systematic review about scientific education from a gender perspective. Eurasia Journal of Mathematics, Science and Technology Education, 21(12), em2749. https://doi.org/10.29333/ejmste/17501
NO R+D+i projects “Development and monitoring of pre-service and novice science teachers’ teaching identity. Study of the influence of the inquiry processes, emotional and gender profiles (INQUIRY-IDEG)” (reference PID2022-140001OA-I00), funded by MICIU/AEI/1.13039/501100011033 and FEDER (UE)
NO “Visibility of UMA STEM researchers in pre-service teacher training. Perception and aping as strategies towards the inclusion of the gender perspective in STEM education" (reference JA-B2-02), funded by IIPPIT UMA
NO “Didactic analysis of teaching and learning units in mathematics and science textbooks from a gender perspective” (reference PGC2018-094114-A-I00), funded by Ministery of Science, Innovation and Universities of Spain Goverment
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026