This study is based on the concept that an in-service training program can help teachers to better understand the importance of using laboratory work to teach science and thus, improve the level of performance of their students. The study was conducted by the facilitators before and after a five day training workshop and sought to understand the teachers' perceptions of and experiences with the aims of laboratory work and its importance in the teaching of Biology and Chemistry subjects. Seventeen secondary school teachers from both subjects were involved in the study. Overall, the findings of this study suggested that the teachers improved their level of understanding of the importance of using laboratory work to teach Biology and Chemistry subjects after attending a training workshop. Teachers recognize the value placed on laboratory work to familiarize students with the practical component; however, they feel that the lack of well equipped laboratories, in most of their schools, is a great barrier for them to conduct laboratory work of any kind in their classes. Teachers complained about the length of the Biology and Chemistry syllabuses and recommend a thorough revision if the Ministry of Education wants them to conduct laboratory work in their classes and hence, comply with its aims. The fact that most of the teachers during their initial training did not have laboratory work effectively resulted in the fragility and fear to use any kind of laboratory work. Therefore, the schools are urged to organize ongoing professional development programs that meet the teachers' specific needs.

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Resumo Neste artigo tem-se como objectivo estimular a reflexão sobre as diferenças de género nos cursos de Ciência, Tecnologia, Engenharia e Matemática (STEM) no ensino superior moçambicano, tendo como base a avaliação da situação dos anos 2013 a 2017. O estudo procura identificar as principais causas e propor acções de intervenção para promover o acesso e maior participação de raparigas e mulheres. Dada a sua natureza qualitativa, os dados foram colectados através da análise documental e revisão de literatura relevantes, enfocando na situação geral do acesso ao ensino superior pela mulher, particularmente nos cursos de STEM, considerando tendências mundiais e locais e sem descurar os factores socioculturais, políticos e históricos que influenciam na escolha de cursos e/ou profissões pelas mulheres. Os resultados indicam que a participação integral da mulher nos cursos de STEM ainda é um desafio enorme em Moçambique, necessitando de adopção de estratégias para a promoção de igualdade de oportunidades para mulheres e homens no acesso ao conhecimento científico no geral e em estudos e exercício profissional na área de STEM.

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