Gender differences in science self-efficacy: A didactic pathway on energy in primary school

Gender stereotypes have a strong impact on the learning of physics and create inequalities between males and females. Numerous studies have shown that women report lower self-efficacy in many fields of STEM. In this study, we investigate the relationship between gender and self-efficacy in scientific disciplines. The research aims to promote Science Self-Efficacy (SSE) in primary school students using the IBSE methodology. We conducted a sample study of N = 75 students. We administered an SSE questionnaire before and after a didactic pathway on energy, and the results show improvements in the perception of SSE among female students.