Physics Learning and Gender in Gifted Chilean Students

Abstract

Objective: This cross-sectional, descriptive-comparative study aimed to analyze how Chilean students with high intellectual abilities (HIA), aged 12 to 17, value different aspects of learning physics, and whether there are gender-based differences in perception.
Participants: A total of 134 students from the Talentos UdeC program participated, coming from the Biobío and Ñuble regions, with balanced gender distribution (66 boys and 68 girls) and educational levels. All participants were identified as HIA and voluntarily completed the questionnaire online.
Method: A 31-item Likert-scale questionnaire (1–7) was used to assess perceptions regarding physics content and methodologies. A global score per participant was computed (range: 31–217). Internal consistency was high (? = 0.94). Analyses included descriptive statistics and the Mann-Whitney U test to compare scores by gender. Effect sizes (r) and 95% confidence intervals were calculated.
Results: Students highly valued physics learning, especially hands-on activities, direct observation of phenomena, and the use of the scientific method. More abstract tasks, such as computer simulations and geometric analysis, were comparatively less appreciated. Significant gender differences were found in the global score (p = 0.047; r = 0.21), with higher ratings among boys.
Conclusions: The results suggest that HIA students show high motivation for learning physics when practical and contextualized pedagogical strategies are employed. Although moderate, the gender differences highlight the need for inclusive interventions that promote girls’ participation and interest in STEM fields.