2026-05-27T06:21:07Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/410592026-02-03T11:29:58Zcom_10630_2254col_10630_37953

García-Durán, Desirée Fernández-Oliveras, Alicia Martín-Gámez, Carolina 2025-12-11T11:36:27Z 2025-12-11T11:36:27Z 2025-12-03 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 https://hdl.handle.net/10630/41059 10.29333/ejmste/17501 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. eng open access Ciencias - Estudio y enseñanza Enseñanza primaria Transversalidad de género How to fit identities? A systematic review about scientific education from a gender perspective. journal article