Science Self-Efficacy and Gender Differences in Primary School: Development of the SE-IS Questionnaire and Evaluation of an ISLE-Based Teaching-Learning Sequence on Energy

This thesis investigates science self-efficacy in primary school, with a specific focus on gender differences and on the role of active methodologies. The research addresses the under-representation of women in STEM by examining how pupils’ perceptions of their own scientific abilities begin to develop during early schooling and how educational interventions may support more inclusive participation in science.The study was organised into two complementary strands. The first concerned the development and validation of the Self-Efficacy in Science (SE-IS) questionnaire, designed to measure science self-efficacy in pupils aged 8–11. Through four progressive studies, the instrument was refined and tested using qualitative analyses, descriptive statistics, exploratory factor analysis, reliability analysis, convergent and discriminant validity procedures, and confirmatory factor analysis. The final version of the SE-IS consists of 31 items organised into eight factors, covering specific science domains, scientific tasks, and sources of self-efficacy.The second strand focused on the design, implementation, and evaluation of Teaching-Learning Sequences on the concept of energy. Particular attention was given to the Investigative Science Learning Environment (ISLE) methodology, compared with a traditional teaching approach in the main experimental phase. Students’ conceptions of energy and science self-efficacy were analysed through pre- and post-tests, combining qualitative categorisation of open-ended responses with quantitative statistical models.The results indicate that science self-efficacy can be meaningfully measured in primary school and that gender differences are already observable in some dimensions. The ISLE-based pathway supported conceptual development about energy and appeared to foster several dimensions of science self-efficacy, especially among female pupils. Overall, the thesis contributes a validated tool for assessing science self-efficacy in primary education and provides evidence for the value of active, laboratory-based methodologies in promoting scientific learning, confidence, and more equitable participation in STEM from the early school years.