Educational practices in science with a gender perspective: research trends in science education
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n1p353Keywords:
Gender-science, science education, educational practices, gender perspective, systematic reviewAbstract
The purpose of this study is to characterize the state of the art of educational practices that incorporate a gender perspective into science education and to identify its development and challenges in the context of educational research. The method employed was a systematic literature review that contemplates an analysis of empirical research conducted between 2013 and 2022. Databases such as Scopus, Scielo, and Web of Science were consulted, considering both inclusion and exclusion criteria to retrieve the maximum amount of available information. The predesigned search strategy yielded 23 articles for analysis. The results show that the main practices involve the use of scientific questions and classroom workshops, and that most of these investigations occur in North America and Europe. The most significant findings on contemporary visions of science that incorporate the gender perspective. This research describes the challenges related to the methodologies implemented to encourage educational practices from the perspective of equity and plurality in science education, geographical scope and the visions of science and gender present in the studies. Therefore, it is intended to be of value to science teachers and the science education research community interested in the inclusion of the gender perspective in teaching.References
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