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BioQueer: educational narratives on sex and gender-a methodology for developing, implementing, and evaluating an
Efeh Victorio Monteiro Crempe1, Ricardo Murilo Pereira Emídio1, Josimary Morais Vasconcelos Oliveira1
1Institute of Natural Sciences, Federal University of Alfenas, Alfenas, Minas Gerais, Brazil.
Advances in Physiology Education
|June 19, 2026
Summary
This study used a constructivist guidebook to teach human development and sex diversity in physiology education. The BioQueer intervention significantly improved student learning and reduced knowledge disparities regarding sex and gender diversity.
Area of Science:
- Human Physiology Education
- Sex and Gender Diversity Studies
- Constructivist Learning Theory
Background:
- Tertiary curricula often present a binary, pathologizing view of human development and sex diversity, overlooking biological complexity.
- Existing educational frameworks may not adequately address the natural variability in human physiological processes.
- There is a need for inclusive educational approaches in physiology to promote gender literacy and social responsibility.
Purpose of the Study:
- To evaluate an educational intervention using a constructivist guidebook (BioQueer) to teach human development and sex diversity.
- To assess the impact of the intervention on students' physiological knowledge and understanding of sex and gender diversity.
- To determine if the intervention reduces disparities in physiological knowledge and addresses gender binarism.
Main Methods:
- A one-group pretest-posttest study design was employed with 44 undergraduate students.
- The intervention focused on hormonal signaling and differences of sex development (DSD) as natural physiological variations.
- Statistical analyses included Wilcoxon signed-rank tests and cumulative link models.
Main Results:
- Significant perceived learning was observed across all five dimensions of the intervention (P < 0.0001) with large effect sizes (r ≥ 0.64).
- The BioQueer material reduced disparities in physiological knowledge irrespective of baseline levels.
- Cumulative learning patterns emerged concerning gender binarism, with Bachelor's students showing higher attainment in specific domains.
Conclusions:
- The constructivist guidebook effectively fosters gender literacy in physiology education without compromising scientific rigor.
- The intervention successfully situates physiological processes within the broader context of natural human variability.
- Inclusive frameworks are crucial for training professionals to interpret human biology with greater precision and social responsibility.
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