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

Ardies, Jan; Mæyer, Sven De; Gijbels, David

doi:10.15663/ajte.v2i1.30

Cited by 7 publications

(9 citation statements)

References 50 publications

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“…Boeve-De Pauw and colleagues (2020) also found that even a one-day intervention (visiting technology and science workshops) can have a positive impact on girls' interest in a STEM career. By focusing more on design and technology workshops and making them more accessible to girls by letting them develop their own design, opportunities can be created to make the hard sciences more attractive (Ardies et al, 2015b;Boeve-De Pauw et al, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

My Daughter a STEM-career? ‘Rather not’ or ‘No problem’? A case study

Ardies

Dierickx

Strydonck

2021

European Journal of STEM Education

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If one wants to close the gender gap in STEM, girls need to start STEM courses. The stereotypical socialization does not lead girls in the direction of science and technology. And although the influence of parents does decrease with age it is often still present in the initial choice of study. Therefore, this study explores the role of the parents on girls' choice for a career in STEM. Qualitative individual semi-structured interviews with parents of girls in the last grade of primary education were conducted. Results show that specific characteristics of the parents can possibly have a positive influence on their children's school career and choice for STEM.

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Section: Conclusion and Discussionmentioning

confidence: 99%

My Daughter a STEM-career? ‘Rather not’ or ‘No problem’? A case study

Ardies

Dierickx

Strydonck

2021

European Journal of STEM Education

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“…The challenge of the future lies not only in stimulating senior students for technological studies; interest in technology can be encouraged much earlier, already at the start of secondary education (Ardies, De Maeyer & Gijbels, 2015b).…”

Section: Young People and Stemmentioning

confidence: 99%

“…They make things and conduct experiments. Students often like this way of teaching and its participatory and interactive approach (Ardies et al, 2015b). Research shows that education is more powerful and effective in a relevant and authentic learning environment (Van Houte et al 2013).…”

Section: Technology Educationmentioning

confidence: 99%

“…This can enable them to actively participate in the lesson. It can also help them in making decisions and in making judgments as critical users of technology (Ardies et al, 2015b).…”

Section: Technology Educationmentioning

confidence: 99%

“…In the technology classroom however, it is often the teacher who determines the structure of the task or subject (e.g. Ardies et al, 2015b). In this situation the teacher determines which tasks should be performed and how.…”

Section: Technology Educationmentioning

confidence: 99%

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Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology

Pauw

Ardies

Hens

et al. 2020

Int J Technol Des Educ

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The immediate and retention effects of a high-tech learning intervention on pupils' attitudes towards technologyAbstract STEM presents a challenge to education at large. The enrollment numbers in higher education STEM tracks are ever-decreasing numbers all around the globe. More so, young people's interest in and attitudes towards STEM seem to be free falling. Educational interventions that can help boost the attractiveness of STEM are therefore needed, and diverse such interventions are implemented worldwide. We present a longitudinal impact study of a STEM education intervention focusing on the attitudes of pupils towards technology. The intervention involves young students visiting a high-tech truck (Techno Trailer) at their schools. Inside this truck grade 5 and 6 students (average age 11 years) experience diverse interactions with high tech material and exhibits, focusing on how technology can contribute to solving problems in industry and society. 1496 elementary school students aged 10-12 years old (grades 5 and 6) participated in the study. Some of their teachers were prepared for the visit through a preparatory workshop, while others were not. We used the PATT to measure the pupil's attitudes towards technology. Three separate measurement occasions were included: just before, three days after and three weeks after the intervention. Differences between the measurement occasions reflect changes in attitudes over time. Overall, the study shows that the intervention rendered technology as less boring, more interesting and more viable as a career option for the pupils. For girls specifically, the intervention contributed to reversing the gender stereotypical view that technology is mainly a topic for boys. For boys we did not observer such an effect. The immediate educational impacts (three days later) tended to decrease across time but most remained significant (three weeks later) as compared to the base line. The results of this study show that short-term high-tech STEM education interventions can positively impact on students' attitudes towards technology. At the same time, they show that such interventions in themselves are not enough and that they need to be part of a wider strategy to boost STEM attractiveness. Furthermore, our results highlight the added value of the preparatory workshop for teachers in terms of generating educational impact on pupils' attitudes towards technology.

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Gender and Technology Education

Niiranen

2017

Encyclopedia of Earth Sciences Series

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

Abstract: Abstract

Cited by 7 publications

References 50 publications

My Daughter a STEM-career? ‘Rather not’ or ‘No problem’? A case study

My Daughter a STEM-career? ‘Rather not’ or ‘No problem’? A case study

Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology

Gender and Technology Education

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