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Uma questão de género na Didática da Física – implicações para a promoção de estratégias girl-friendly
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Documento em Acesso Embargado até dia 12-08-2026. Tente solicitar cópia ao autor carregando no ficheiro | 7.02 MB | Adobe PDF |
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Abstract(s)
A polarização ainda existente no que diz respeito às áreas STEM, particularmente nas áreas de Engenharia e Computação, que têm por base a disciplina de Física, revela a existência de barreiras que persistem até aos dias de hoje, de caráter multifatorial, que incluem a dinâmica complexa da sala de aula. Objetivos: pretende-se através desta investigação, contribuir para o enriquecimento do campo de conhecimento acerca da influência do género na aprendizagem e ensino de Física, no contexto português. Participantes: fase 1- 15 alunos do 12.º ano de escolaridade; na fase 2 - três turmas do 10.º ano e respetivos professores de uma escola da área da grande Lisboa; na fase 3, - 52 professores do grupo 510 (Física e Química) do 3.º Ciclo do Ensino Básico e do Ensino Secundário. Metodologia: a investigação assenta num estudo multi-fase de métodos mistos, constituído por três fases distintas. A fase 1 consiste num estudo exploratório onde se aplicou um questionário e dois focus group, que foram realizados em duas escolas secundárias distintas; os resultados da fase 1 informaram para desenvolver a fase 2 que constitui o estudo principal. Esta fase utilizou como instrumentos de recolha de dados um teste diagnóstico, notas de campo, questionário aos professores colaborantes e entrevistas a algumas das alunas participantes. A fase 3 é informada pela fase 2 para conhecer uma realidade mais ampla, em termos de amostra de professores, tendo estes dados sido recolhidos através de um questionário. Conclusão: o estudo confirma a existência de barreiras relacionadas com o género na aprendizagem de Física, que se refletem na sua capacidade de participar na aula de Física. O estudo com um número alargado de professores parece indicar que estes na sua maioria percecionam a participação feminina como satisfatória, revelando, contudo, algum desconhecimento acerca desta temática. Apesar de uma das limitações da investigação ser o número reduzido de alunos e alunas participantes, a mesma aponta para uma maior preocupação em incluir temas de equidade de género na formação específica de futuros professores, nomeadamente na Didática da Física.
The polarization still present regarding STEM areas, particularly in Engineering and Computing, which are based on Physics, reveals the existence of barriers that persist to this day, of a multifactorial nature, including the complex dynamics of the classroom. Objectives: The aim of this research is to contribute to the enrichment of the knowledge field regarding the influence of gender on the learning and teaching of Physics in the Portuguese context. Participants: Phase 1 – 15 students from the 12th grade. Phase 2 – Three 10th-grade classes and their respective teachers from a school in the Greater Lisbon area. Phase 3 – 52 teachers from group 510 (Physics and Chemistry) of the 3rd Cycle of Basic Education and Secondary Education. Methodology: The research is based on a multi-phase mixed-methods study, consisting of three distinct phases. Phase 1 consists of an exploratory study in which a questionnaire and two focus groups were applied, carried out in two different secondary schools. The results from Phase 1 informed the development of Phase 2, which constitutes the main study. Phase 2 used data collection instruments such as a diagnostic test, field notes, a questionnaire for collaborating teachers, and interviews with some of the participating female students. Phase 3 is informed by Phase 2 to understand a broader reality in terms of the teacher sample, with data collected through a questionnaire. Conclusion: The study confirms the existence of gender-related barriers in Physics learning, which are reflected in students' ability to participate in Physics classes. The study, involving a larger number of teachers, seems to indicate that they, for the most part, perceive female participation as satisfactory, yet reveal some lack of awareness on this issue. Despite one of the limitations of the research being the relatively small number of student participants, it points to a growing concern about including gender equity topics in the specialized training of future teachers, particularly in Physics Didactics.
The polarization still present regarding STEM areas, particularly in Engineering and Computing, which are based on Physics, reveals the existence of barriers that persist to this day, of a multifactorial nature, including the complex dynamics of the classroom. Objectives: The aim of this research is to contribute to the enrichment of the knowledge field regarding the influence of gender on the learning and teaching of Physics in the Portuguese context. Participants: Phase 1 – 15 students from the 12th grade. Phase 2 – Three 10th-grade classes and their respective teachers from a school in the Greater Lisbon area. Phase 3 – 52 teachers from group 510 (Physics and Chemistry) of the 3rd Cycle of Basic Education and Secondary Education. Methodology: The research is based on a multi-phase mixed-methods study, consisting of three distinct phases. Phase 1 consists of an exploratory study in which a questionnaire and two focus groups were applied, carried out in two different secondary schools. The results from Phase 1 informed the development of Phase 2, which constitutes the main study. Phase 2 used data collection instruments such as a diagnostic test, field notes, a questionnaire for collaborating teachers, and interviews with some of the participating female students. Phase 3 is informed by Phase 2 to understand a broader reality in terms of the teacher sample, with data collected through a questionnaire. Conclusion: The study confirms the existence of gender-related barriers in Physics learning, which are reflected in students' ability to participate in Physics classes. The study, involving a larger number of teachers, seems to indicate that they, for the most part, perceive female participation as satisfactory, yet reveal some lack of awareness on this issue. Despite one of the limitations of the research being the relatively small number of student participants, it points to a growing concern about including gender equity topics in the specialized training of future teachers, particularly in Physics Didactics.
Description
Keywords
Gender gap em STEM Aprendizagem de Física Didática da Física Professores Estratégias girl-friendly Physics learning Physics didactics Teachers