The use of Powtoon as a Didactic Strategy in Physics Teaching in Secondary Education: An Analysis of Perceptions From a Gender Perspective

Authors

DOI:

https://doi.org/10.15359/ree.30-1.21268

Keywords:

Powtoon, ICT, physics education, gender, energy, motion, SDG 4, quality education, educational technologies, educational equality, SDG 5, gender equality, gender perspective, gender stereotypes

Abstract

Introduction. The advancement of Information and Communication Technologies (ICT) has led to a significant increase in digital educational resources for science teaching. In the case of Physics, a subject traditionally more favored by male students, studies suggest that they tend to have more positive attitudes towards technology compared to their female counterparts, which could further widen the existing gender gap in this field. Aim. To understand how male and female students perceive the development of the competencies outlined in the PASEO framework through the completion of a task involving metacognition, storytelling, and the use of ICT in the subject of Physics, as well as to identify the difficulties that emerge during its implementation. Methodology. In this context, in two 10th-grade classes at a secondary school in Portugal, within the subjects of Physics and Chemistry A, students were assigned the task of creating a video using the Powtoon tool. The activity involved recreating and solving, through digital storytelling, a problem within the topic of Energy and Its Conservation. Results. The students show an overall positive perception of the use of Powtoon in Physics learning, especially regarding the clarity of the objective, interest in the activity, and the relevance of this type of strategy. Additionally, no statistically significant differences were observed between genders in students’ perceptions of the activity. Conclusion. The use of digital storytelling through Powtoon constitutes an effective pedagogical strategy for promoting meaningful learning in the domain of energy and its conservation, combining educational benefits with technical challenges, with no statistically significant differences observed between male and female students. Further studies will be necessary to explore this topic in greater depth.

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Author Biographies

  • Ana Maia-Fernandes, University of Beira Interior

    Máster en Didáctica de la Física y la Química por la Universidad de Beira Interior y profesora de secundaria en estas materias. Actualmente está finalizando su doctorado en Didáctica de la Física, con especialización en Didáctica de la Física, y su investigación se centra en la inclusión y las cuestiones de género en la enseñanza y el aprendizaje de la Física.

  • José Luís Araújo, University of Aveiro

    Licenciado en Química por la Facultad de Ciencias de la Universidad de Oporto, donde también obtuvo su doctorado en Didáctica y Divulgación Científica. Actualmente es profesor adjunto en el Departamento de Educación y Psicología de la Universidad de Aveiro. Sus áreas de interés incluyen la didáctica de la Química y la Física y la participación ciudadana en la investigación científica mediante enfoques de ciencia ciudadana. También le interesa explorar los enfoques STE(A)M y de Inteligencia Artificial en la enseñanza de las ciencias.

  • Sandra da Costa-Henriques-Soares, University of Beira Interior

    Doctora en Física Nuclear por la Universidad de Lisboa y cuenta con más de 20 años de experiencia en investigación y docencia en física. Es profesora adjunta en la Universidad de Beira Interior (UBI), donde coordina el laboratorio LabExpoRad (UBIMedical-UBI) y realiza investigaciones en el LIP-Lisboa, colaborando también con el CMA-UBI. Coordina el programa de máster en Didáctica de la Física y la Química en la UBI y ha dirigido varias tesis doctorales y de máster. De 2022 a 2024, presidió el Comité de Igualdad de la UBI. Coautora de libros de texto escolares y revisora ​​de revistas científicas, ha liderado proyectos internacionales y organizado eventos científicos. Su investigación abarca la física nuclear, la física del estado sólido, la física de altas energías y las aplicaciones de la física en medicina, con un enfoque reciente en la radiación ionizante y la sostenibilidad.

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Published

2026-04-30

Issue

Vol. 30 No. 1 (2026): Revista Electrónica Educare (January-April)

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Journal Articles (Peer Reviewed Section)

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Copyright (c) 2026 Ana Maia Fernandes, José Luís Araújo, Sandra da Costa-Henriques-Soares

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How to Cite

Maia-Fernandes, A., Araújo, J. L., & da Costa-Henriques-Soares, S. . (2026). The use of Powtoon as a Didactic Strategy in Physics Teaching in Secondary Education: An Analysis of Perceptions From a Gender Perspective. Revista Electrónica Educare, 30(1), 1-18. https://doi.org/10.15359/ree.30-1.21268