A Didactic Pathway on the Concept of Energy in Primary School: Cognitive Well-Being and Self-efficacy Based on Gender

This research aims to investigate the gender gap in physics learning processes across five primary school classrooms. We examine the literature about the gender gap in learning processes and self-efficacy and design a questionnaire on self-efficacy and approaches to scientific disciplines, designed for primary school, emphasizing the inequalities seen between male and female students. Moreover, a didactic pathway regarding the concept of energy, utilizing the IBSE methodology, is proposed and implemented with ten-year-old students. The questionnaire was administered prior to and following the didactic pathway to assess variations in students’ self-efficacy and to analyze differences between female and male participants.