This research aims to investigate the gender gap in physics learning processes across five primary school classrooms. We examine the literature about the gender gap in learning processes and self-efficacy and design a questionnaire on self-efficacy and approaches to scientific disciplines, designed for primary school, emphasizing the inequalities seen between male and female students. Moreover, a didactic pathway regarding the concept of energy, utilizing the IBSE methodology, is proposed and implemented with ten-year-old students. The questionnaire was administered prior to and following the didactic pathway to assess variations in students’ self-efficacy and to analyze differences between female and male participants.