@misc{10481/108739,
year = {2025},
month = {12},
url = {https://hdl.handle.net/10481/108739},
abstract = {Addressing the gender gap in science, technology, engineering, and mathematics (STEM)
education has become a critical focus in recent years, emphasizing the need for gender-sensitive
teaching approaches from the early stages. We conducted a systematic literature review of studies
published up to September 2022, focusing on methodological guidelines for incorporating a
gender perspective in primary science and engineering education. A total of 104 articles were
analyzed, identifying six emerging topics: the formation of student identity and their perceptions
of scientific-engineering fields, students’ attitudes towards science and engineering, potential
differences in science skills between girls and boys; emotional performance in learning scientificengineering
subjects, and factors influencing the non-election of scientific-engineering subjects
and studies. The findings show that implementing activities based on engineering practices in
primary education has great potential to enhance the interest, participation, and self-concept of
students of both genders, thereby promoting diversity and addressing the gender gap in STEM
fields.},
organization = {Ministry of Universities (FPU21/00256) and the R+D+i projects},
organization = {IIPPIT UMA, JA-B2-02},
organization = {Ministery of Science, Innovation and Universities of Spain Goverment, PGC2018-094114-A-I00},
organization = {MICIU/AEI/1.13039/501100011033 and FEDER (UE), PID2022-140001OA-I00},
publisher = {Modestum},
keywords = {STEM identity},
keywords = {Gender identity},
keywords = {Systematic review},
title = {How to fit identities? A systematic review about scientific education from a gender perspective},
doi = {10.29333/ejmste/17501},
author = {García-Durán, Desirée and Fernández Oliveras, Alicia and Martín-Gámez, Carolina},
}