Banca de QUALIFICAÇÃO: GEOVANNA GOLDMA DE SOUZA LOPES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GEOVANNA GOLDMA DE SOUZA LOPES
DATE: 25/03/2025
TIME: 09:00
LOCAL: Sala 71 do CCET
TITLE:

Educational Escape Room: challenging stereotypes and encouraging female participation in science and technology

 

 

KEY WORDS:

Escape Room; Science Teaching; Gender Stereotypes; women in science and technology; Active Methodologies.

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Female participation in the areas of Science and Technology has historically been influenced by gender stereotypes, impacting girls' interest and confidence in these subjects since Basic Education. Given this scenario, this study aimed to analyze the potential of an Educational Escape Room as a pedagogical tool to promote the deconstruction of gender stereotypes and encourage female participation in scientific and technological areas. To this end, an educational product was developed aimed at teaching Science and Machines content for Elementary School/Final Years based on Gender and Feminism Studies and Science, Technology and Society, seeking to highlight the influence of social and cultural contexts in the construction of scientific and technological knowledge. Using a qualitative approach, the research was conducted with 7th grade students and structured through the application of questionnaires before and after the application of the educational product, participant observation and analysis of the students' productions. The didactic sequence included gamified challenges organized into four thematic stations, each addressing scientific concepts and highlighting the role of female scientists in the History of Science. The activities were planned to stimulate problem-solving and collaboration among participants. The results indicated that the experience with the Educational Escape Room allowed for greater participation by female students in the proposed activities. In mixed groups, a differentiation in the distribution of tasks was observed, with girls predominantly acting in the interpretation of the puzzles and boys taking on the practical activities. In the groups composed mainly of girls, the division of responsibilities was more balanced, suggesting that the greater female representation may have favored a more uniform engagement in the scientific and technological dynamics. The analysis of the questionnaires revealed that the experience contributed to increasing the interest of students in the topics addressed and to fostering the appreciation of the role of women in science. It is concluded that the Educational Escape Room constituted a didactic approach with the potential to stimulate girls’ engagement in science and technology, challenging stereotypical conceptions and favoring more inclusive teaching. The study reinforces the relevance of adopting active methodologies that integrate female references in science and expand opportunities for equal participation in the educational process. It is recommended that future research investigate the application of this model in different educational contexts, deepening the understanding of its impact on the scientific and technological training of students.

COMMITTEE MEMBERS:
Presidente - 1753033 - CARLA GIOVANA CABRAL
Interna - 2524706 - GIULIANNA PAIVA VIANA DE ANDRADE SOUZA
Interna - 2527364 - MARTA FIGUEREDO DOS ANJOS
Externa à Instituição - AMILDE MARTINS DA FONSECA - IFRN