Identification and characterization of the beliefs of male and female teachers about the science-gender relationship in scientific education

Abstract

This study aims to identify and characterize different science teacher beliefs concerning the science-gender relationship. Statistical analysis and the interpretation of results was carried out on the data obtained, acquired by a survey composed by sixty-one items organized in three gender models: neutral, friendly, and sensitive. Our conclusions support that beliefs sustain the sex-invariant notion, recognize biological differences within students based on their sex, maintain traditional understanding of the scientific activities involving the participation of men on  women, identify the perspective on gender as as very important from outside (the curriculum), and identify as a less important activity within the pedagogic-didactical scope (teaching of scientific content). Based on these conclusions, we propose opening new spaces for reflection and research on the gender-perspective of science education that offer relevant  contributions to the field and enrich science teacher training.