Abstract

This exploratory research sought to understand the beliefs of two primary teachers about the relationship between gender and science teaching. Through a case study, interviews and class observations were analyzed following the comparison method. The analysis shows that the beliefs of both participants are similar. Their beliefs about the teaching of science agree with the objectives of didactics, and for both teachers respect is fundamental in the relationship with their students. The teachers have binary beliefs about gender, which is also expressed in their beliefs about science. Social constructs permeate their work in the classroom, showing differences between what they think they do and what they do. During the plenaries there is differentiated interaction, feedback and designation of roles. Finally, it is possible to identify gender models, possibilities for dealing with gender perspectives and challenges for research in this area.