Desafios na aprendizagem de Química: impacto da identidade de gênero na participação de estudantes do Ensino Médio de escolas públicas do Ceará em olimpíadas de Química

Abstract

Based on an interest in further investigating the challenges faced by public school students regarding learning chemistry and participating in Chemistry Olympiads, this study sought to analyze the impact that identifying as female or male can have on their affinity for chemistry during high school. The research was conducted using a structured, noninterventionist questionnaire based on a 5-point Likert scale with agreement items. The questionnaire sought to better understand the reality of the classes regarding both internal and external factors. The study involved 163 students in the first, second, and third grades of the EEMTI Dona Maria Menezes de Serpa school, located in the Vila Velha neighborhood of Fortaleza, Ceará. A comparison between the responses of male and female students revealed a common pattern among these students: the majority expressed interest in learning chemistry at school and perceived its importance in their daily lives, as well as an intention to pursue chemistry for a future professional career. They also expressed a desire for more practical classes, and students from 1st to 3rd grade reported never having participated in a practical activity. Regarding the Chemistry Science Olympiads, most stated they were unfamiliar with them, highlighting opportunities for improving scientific communication.