Estrategias pedagógicas para visibilizar el rol de la mujer en la ciencia física: percepciones estudiantiles y propuesta educativa en instituciones del cantón Chone

Authors

Maydelin Tamayo Batista
Tatiana Alcívar Santander
Wilson Eduardo Napa Moreira
Kerly Irene Rivadeneira Alcívar
Kevin Alfredo Castro Heredia

Abstract

Introduction: Women's participation in the physical sciences continues to face barriers related to gender stereotypes, historical invisibility, and limited representation within educational processes. This research aimed to evaluate perceptions of the role of women in physics and analyze the influence of inclusive pedagogical strategies aimed at highlighting their contributions in educational institutions in the Chone canton. Materials and methods: The study was developed using a mixed-methods approach, with a descriptive-propositive scope and a non-experimental, cross-sectional design. The sample consisted of 250 third-year high school students from the Eugenio Espejo, Cinco de Mayo, Augusto Solórzano, Jeremía Velázquez, and San Cayetano schools, selected through non-probability convenience sampling. The data collection technique was a survey, and the instrument was a structured questionnaire. Results: The results showed that an average of 81.98% of the participants recognize equal capabilities between men and women to perform in physics; However, a high level of ignorance about prominent female scientists in the field of Physics was evident, reaching an average of 80.95% among the students surveyed. The persistence of manifestations associated with gender stereotypes was identified, as 45.16% of participants reported having witnessed sexist or discriminatory comments toward women in the scientific field, while 34.46% indicated having observed such situations only partially. An average of 66.64% of students indicated that knowing about the contributions of female scientists can increase their motivation to learn Physics. Discussion: The findings reveal a tension between the recognition of equal abilities and the persistence of stereotypes, a lack of awareness of female role models, and the presence of discriminatory comments, coinciding with previous research on the "Matilda Effect" and cultural barriers in STEM. The students' positive assessment of inclusive strategies supports the need to transform traditional Physics teaching through more representative and contextualized approaches. Conclusions: The incorporation of the "Women Who Transformed Physics" pedagogical intervention proposal into teaching and learning processes constitutes a relevant pedagogical strategy for strengthening student motivation, promoting educational inclusion, and reducing gender stereotypes in school settings. This research provides local empirical evidence supporting the need to incorporate inclusive and gender-sensitive approaches in physics education.

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