A longitudinal study on boys’ and girls’ career aspirations and interest in technology

Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology

“…In a meta-study from 2014, Potvin identified 24 international studies that reported a decline of either motivation, interest, or attitudes towards science and technology with age or school year. One year later, a study on French and Belgian students' attitudes towards technology came to the same conclusion [62]. Gómez-Trigueros et al (2019) [29] found that future teachers show a lack of knowledge of certain technological concepts essential for their future teaching that differs with age.…”

“…In the past, when it comes to examining technological attitudes in the educational context, the focus was much more on the learners than on the teachers. Researchers have identified students' attitudes towards technology as important factors influencing the success of learning about those topics and their behavior [43,[61][62][63][64][65]. The most examined predictors for relations to technology in both groups are interest, age, gender, and the personal content focus [29,43,62,[66][67][68][69][70].…”

Swedish technology teachers’ attitudes to their subject and its teaching

“…Gender issues have garnered much interest in the technology education research literature, in particular with regard to potential links between gender and interest in technology (cf. Svenningson, Hultén, and Hallström 2015;Ardies, De Maeyer, and Gijbels 2015). However, gender differences regarding teachers have not been investigated to the same extent.…”

The effect of classroom activities on students’ interest and career aspirations towards technology

“…Conclusions are always that boys are generally more interested in science and technology than girls (e.g. Ardies, De Maeyer & Gijbels, 2015;de Vries, 2005;Gardner, 1998;Mawson, 2010;Weinburgh, 1995). Research on attitudes towards a career in science and technology reports a similar pattern; girls tend to have less ambition in a STEM oriented future (Fadigan & Hammrich, 2004;Gilbert & Calvert, 2003;Jenkins & Nelson, 2010;Jones, Howe, & Rua, 2000;Scantlebury & Baker, 2007;Taskinen, Asseburg & Walter, 2008).…”