Promoting Girls' Interest in Technology through Technology Education: A Research Study

Mammes, Ingelore

doi:10.1023/b:itde.0000026472.27439.f6

Cited by 36 publications

(36 citation statements)

References 3 publications

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“…Extracurricular mentoring activities, however, were excluded and instead were included in the previous subsection. Even if qualification for this category was based on various considerations (by giving access to girls to specific programmes from which they were previously excluded [201], by adapting specific interventions to compensate for discrimination [86], or simply by intervening in girl-only classes [100]), all four articles pursued objectives that dealt with compensating for the disproportionate lack of interest of girls in S&T. The results appear to support the idea that reducing (and even making disappear) I/M/A differences between boys and girls is quite possible, provided that curricular adaptations [128] or adapted assessment strategies [100] are implemented. Interestingly, if girls are separated from boys, these curricular-driven increases might be even more important [86;100].…”

Section: Contact With Role Modelsmentioning

confidence: 77%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

526

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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Section: Contact With Role Modelsmentioning

confidence: 77%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

526

360

View full text Add to dashboard Cite

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“…The male group had higher intrinsic motivation and career motivation compared to the female group, due mostly to the facts that the technology-related subjects have been male-dominated (Rasinen et al, 2009) and we are barely able to see female students learning technology, or female professional engineers and technicians (Chatoney & Andreucci, 2009, McCarthy, 2009Mitts, 2008;Sanders, 2001). Much effort has been invested in inducing female students to learn technology, which is why we need to further develop gender-specific educational approaches (Mammes, 2004). Along the lines of Rasinen et al (2009), it is thus advised that technology education programs should take gender difference into consideration to attract greater numbers of female students.…”

Section: Discussionmentioning

confidence: 99%

Middle School Students’ Motivation for Learning Technology in South Korea

Kwon

2016

EURASIA J MATH SCI T

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This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six different middle schools in metropolitan cities in South Korea. We conducted both exploratory factor analysis and confirmatory factor analysis to validate the modified instrument. In addition, we investigated motivational differences by gender and career pursuit using an independent t-test and identified factors affecting preference for technology subject. In terms of the results, first, we identified five subfactors governing the motivation to learn technology. Second, we confirmed three factors that affect the preference for technology subjects, namely, intrinsic motivation, career motivation, and teacher preference. This study provides meaningful insights for technology educators into teaching and learning strategies to consider diverse motivational factors and students' gender and career pursuit.

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“…Although an academic career is usually more valued than practical work, there should be a better balance between practical and academic subjects, at least in the lower grades and even at the high school level. On the other hand, motivation in technology education can be significantly improved by developing special programmes (Mammes 2004), where teachers are aware of the differing interests of both genders and consider ways of making the environment and the subject attractive to all (Silverman and Pritchard 1996). Of all the elements in motivation, the artefact to be made seemed to have the most remarkable effect on motivation and certainly appeared to have more value than the process.…”

Section: Discussionmentioning

confidence: 99%

Taking part in technology education: elements in students’ motivation

Autio

Hietanoro

Ruismäki

2010

Int J Technol Des Educ

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The purpose of this study was to determine the elements motivating comprehensive school students to study technology education. In addition, we tried to discover how students' motivation towards technology education developed over the period leading up to their school experience and the effect this might have on their future involvement with technology. The research was carried out as a qualitative case study and the material was collected through individual theme interviews. The study group consisted of four 15 to 16-year-old students, each representing a totally different case of motivation towards technology education. In choosing individuals for the study the main criteria were gender and negative or positive motivation towards technology education. This study found that the artefact to be made in school and the student's freedom of choice had the most significant effect on motivation. Although, we must be careful with final conclusions as the research group was relatively small.

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Promoting Girls' Interest in Technology through Technology Education: A Research Study

Cited by 36 publications

References 3 publications

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Middle School Students’ Motivation for Learning Technology in South Korea

Taking part in technology education: elements in students’ motivation

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