3 research outputs found
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CAD and creativity at Key Stage 3 : towards a new pedagogy
In recent decades there has been a major shift in the Design and Technology curriculum in secondary schools away from manual techniques and towards digital processes and products. CAD/CAM (computer-aided design/computer-aided manufacturing) is not only commonplace it is also embedded into the English National Curriculum. There is much evidence to suggest that this shift of emphasis has not been without problems. The equipment used to design and quickly modify products mirrors the technological advancement in everyday life. This rapid change can be a source of uncertainty especially when one considers that software taught to Year 7 (11-12 years old) students today will often be outdated by the time they finish compulsory secondary education in Year 11 (16 years old). Perhaps more significantly, because of these issues teachers struggle to encourage creativity when teaching CAD/CAM within design and technology education. 3D solid modelling software is particularly difficult to use and be creative with in the early stages of learning the software. Furthermore Design and Technology teachers often struggle to keep up to date with rapidly changing software and frequently lack the confidence to teach it, which, in turn, affects their students' progress.
This research investigates the effects of teaching and learning CAD/CAM software and the impact this has on encouraging creativity in the classroom with Key Stage 3 students and their teachers. It suggests we require some rethinking concerning what we want students to know and be able to do and considers an alternative pedagogy which may help students to achieve more creative outcomes when using CAD. The research is undertaken through an intervention study within an action research framework. It outlines new methods and strategies to improve the confidence and creativity of students when using 3D modelling software and addresses the reality of day-to-day teaching pressures
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Gender and computer programming: teaching and learning strategies designed to increase the engagement of girls
The purpose of this research was to examine why so many girls decided to stop studying
computer programming when they transition from middle school to senior school. This thesis
examined ability and gender attitudes towards computer programming in middle school
students at an International school in South Korea. In this study, 194 students in Year 8 and
Year 9 in single-sex classes were taught Python and HTML5/CSS using a variety of teaching
and learning strategies including tutorials, problem-based learning, tasks that included visual
design, game-based learning, and storytelling. At the year-end, participants were given a
computer programming assessment, with girls, relative to boys, demonstrating significantly
greater computer programming ability. There was no difference between genders in the mostable programmers.
Student opinions were gathered from questionnaires and group interviews. Findings showed
that there was a gender difference in preferred learning strategies, with girls enjoying
computer programming incorporating visual design, storytelling, and problem-based projects
more than the boys. Further, there was no significant gender difference in enjoyment,
confidence, or anxiety after a year of programming using the various teaching and learning
strategies.
Boys and girls did not differ in their reasons for choosing to study a subject from the
following list (parents’ opinions; friends’ opinions; teachers’ opinions; useful life skills;
lesson enjoyment; career/university skills; role models). The biggest influencing factor for
both genders was lesson enjoyment and the opinion of friends was the least influential factor.
The findings indicated that if computer programming is taught using the preferred teaching
and learning strategies more girls are likely to choose to continue studying computer
programming. In this study, the number of Year 9 girls choosing to continue studying
computer programming increased from 5 girls in the first year (13% of the total) to 17 girls
(38% of the total)