<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100306</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.21268</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso de Powtoon como estrategia didáctica en la enseñanza de la física en educación secundaria: Un análisis de percepciones desde la perspectiva de género]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of Powtoon as a didactic strategy in physics teaching in secondary education: An analysis of perceptions from a gender perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[O uso do Powtoon como estratégia didática no ensino da física no ensino secundário: Uma análise de perceções sob a perspetiva de gênero]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia-Fernandes]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[José Luís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa-Henriques-Soares]]></surname>
<given-names><![CDATA[Sandra da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Beira Interior  ]]></institution>
<addr-line><![CDATA[Covilhã ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade da Beira Interior  ]]></institution>
<addr-line><![CDATA[Covilhã ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>306</fpage>
<lpage>323</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El avance de las tecnologías de la información y comunicación (TIC) ha favorecido el crecimiento de los recursos educativos digitales en la enseñanza de las ciencias. En el caso de la física, una disciplina tradicionalmente más escogida por los jóvenes varones, estudios indican que estos pueden tener actitudes más positivas hacia la tecnología en comparación con sus compañeras, lo que podría ampliar la brecha de género en esta área.  Objetivo.  Comprender de qué manera los chicos y las chicas perciben el desarrollo de las competencias previstas en el PASEO a través de la realización de un trabajo que implica metacognición, narración (storytelling) y el uso de las TIC en la asignatura de física, así como identificar las dificultades que surgen durante su implementación.  Metodología.  En este contexto, en dos clases de 10º año de una escuela secundaria en Portugal, dentro de la asignatura de Física y Química A, se propuso la elaboración de un vídeo utilizando la herramienta Powtoon. La actividad consistió en recrear y resolver, mediante la narración de historias (storytelling), un problema del tema energía y su conservación.  Resultados.  El estudiantado presenta una percepción globalmente positiva del uso de Powtoon en el aprendizaje de la física, especialmente en lo que respecta a la claridad del objetivo, el interés por la actividad y la relevancia de este tipo de estrategias. No obstante, no se observaron diferencias estadísticamente significativas entre géneros en la percepción de la actividad.  Conclusión.  El uso de narrativa digital mediante Powtoon constituye una estrategia pedagógica eficaz para promover el aprendizaje significativo en el dominio de energía y su conservación, combinando beneficios educativos con desafíos técnicos, sin haberse registrado diferencias estadísticamente significativas entre alumnos y alumnas. Serán necesarios más estudios para profundizar en esta temática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O avanço das Tecnologias de Informação e Comunicação (TIC) tem conduzido a um aumento significativo dos recursos educativos digitais para o ensino das ciências. No caso da Física, uma disciplina tradicionalmente mais valorizada pelos estudantes do sexo masculino, estudos sugerem que estes tendem a apresentar atitudes mais positivas face à tecnologia em comparação com as estudantes do sexo feminino, o que poderá acentuar ainda mais a disparidade de gênero existente nesta área.  Objetivo.  Compreender de que forma alunos e alunas percebem o desenvolvimento das competências delineadas no referencial PASEO, por meio da realização de uma tarefa que envolve metacognição, storytelling e a utilização de TIC na disciplina de Física, bem como identificar as dificuldades emergentes durante a sua implementação.  Metodologia.  Neste contexto, em duas turmas do 10.º ano de escolaridade de uma escola secundária em Portugal, no âmbito da disciplina de Física e Química A, foi atribuída aos alunos a tarefa de criar um vídeo utilizando a ferramenta Powtoon. A atividade consistiu na recriação e resolução, por meio de storytelling digital, de um problema inserido no tema Energia e sua Conservação.  Resultados.  Os alunos apresentam uma percepção globalmente positiva do uso do Powtoon na aprendizagem da Física, especialmente no que diz respeito à clareza do objetivo, ao interesse pela atividade e à relevância deste tipo de estratégias. Adicionalmente, não se verificaram diferenças estatisticamente significativas entre gêneros nas perceções dos alunos relativamente à atividade.  Conclusão.  O uso da narrativa digital por meio do Powtoon constitui uma estratégia pedagógica eficaz para promover a aprendizagem significativa no domínio da Energia e da sua conservação, combinando benefícios educativos com desafios técnicos, não se tendo registado diferenças estatisticamente significativas entre alunos e alunas. Serão necessários estudos adicionais para aprofundar esta temática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Powtoon]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[educación en física]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[energía]]></kwd>
<kwd lng="es"><![CDATA[movimiento]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[tecnologías educativas]]></kwd>
<kwd lng="es"><![CDATA[igualdad educativa]]></kwd>
<kwd lng="es"><![CDATA[ODS 5]]></kwd>
<kwd lng="es"><![CDATA[igualdad de género]]></kwd>
<kwd lng="es"><![CDATA[perspectiva de género]]></kwd>
<kwd lng="es"><![CDATA[estereotipos de género]]></kwd>
<kwd lng="en"><![CDATA[Powtoon]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[physics education]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[energy]]></kwd>
<kwd lng="en"><![CDATA[motion]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[educational technologies]]></kwd>
<kwd lng="en"><![CDATA[educational equality]]></kwd>
<kwd lng="en"><![CDATA[SDG 5]]></kwd>
<kwd lng="en"><![CDATA[gender equality]]></kwd>
<kwd lng="en"><![CDATA[gender perspective]]></kwd>
<kwd lng="en"><![CDATA[gender stereotypes]]></kwd>
<kwd lng="pt"><![CDATA[Powtoon]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[educação em física]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[energia]]></kwd>
<kwd lng="pt"><![CDATA[movimiento]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias educacionais]]></kwd>
<kwd lng="pt"><![CDATA[igualdade educacional]]></kwd>
<kwd lng="pt"><![CDATA[ODS 5]]></kwd>
<kwd lng="pt"><![CDATA[igualdade de género]]></kwd>
<kwd lng="pt"><![CDATA[perspectiva de gênero]]></kwd>
<kwd lng="pt"><![CDATA[estereótipos de gênero]]></kwd>
</kwd-group>
</article-meta>
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