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.