34 research outputs found
Girls' technological knowledge
This study investigates technological knowledge among 13-14-year-old girls at a technology-focused summer camp using a Science and Technology Studies (STS) lens. As they are already interested in technology, they attend the camp out of genuine interest instead of ones to become interested. The girls' expressions of technological knowledge are aligned with societal norms associating technology with hands-on engagement and activities, solidifying their self as belonging in technology. While the camp introduced certain gendered assumptions through "girlified" tasks, the girls wished to transcend these stereotypical activities. They wanted to broaden their technological interests beyond the confines of gendered expectations. Actor networks and external recognition influence their technological knowledge, often motivating their engagement in technology. During an interview, the girls voiced dissatisfaction with existing technology education, mentioning uninspiring teaching methods, outdated materials, and a focus on theory. The girls were critical of the technology education they encountered and emphasised the value of practical learning and a longing for real-life applicable skills. Despite some finding technology classes engaging, low self-confidence in comparison to boys emerged, possibly due to teacher expectations. Their inclination towards practical experiences highlights the importance of a well-rounded learning approach. Implications for school technology education curricula underscore the significance of blending theory with practical application to keep technical girls engaged. By embracing girls' perspectives, educators can craft initiatives that resonate with their interests, rejecting the need for gender-specific content. These insights challenge the stereotype that technical knowledge is gender-bound, recognising that girls' genuine interest is an asset
First Volksmarch to be held in Missoula Sept. 27
Variance in interest and engagement by gender is a complex and long-standing research agenda in the field of technology education. Studies report that girls are more reluctant to participate in technology education, less interested in the subject and more negative towards technology than boys. It is argued that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as a predominantly male domain, which fuels ideas about what technological agency is as well as whose interest in technology and what kind of technology are regarded as legitimate. There is, however, the potential to improve female engagement if we can gain knowledge about what girls do during lessons and how they think about themselves when learning technology. Therefore, the aim of this study is to examine the self-image of girls aged 9 to 12 when participating in primary technology education, by using Hardingâs (1986) three gender levels: the symbolic, the structural and the individual. The methods used for this study were participant observations during technology classes followed by a focus group interview. From the perspective of Hardingâs three levels of gender, the analysis of the observations and the focus group interview reveals that girls confirm the prevailing male norms and conceptions that are linked to what technology is and what it means âto be technicalâ, despite the fact that the teacher introduces gender-neutral activities. However, there is an ambiguity in our findings because the girls also resist the self-image of not being technical, especially when they work together and have ownership of their work with and learning about technology
Girlsâ engagement with technology education: A scoping review of the literature
The aim of this study is to review internationally published scientific literature on the subject of girlsâ engagement in technology education, in order to identify the most common descriptions of girlsâ engagement with technology education, girlsâ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupation. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girlsâ activities mostly describe a neutral, or male kind of ânuts and boltsâ technology. As regards girlsâ relationship to technology, there is potential for improving female engagement using apparently simple means; for example, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girlsâ lower interest in technology education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer
Flickors teknikintresse i fokus
Detta kapitel belyser de moÌjligheter som arbete utifraÌn ett genusperspektiv i teknikundervisningen kan skapa. Det kan handla om att i teknikundervisningen utmana foÌrestaÌllningar om vem som faÌr vara den som aÌr teknisk, att lyfta fram synsaÌtt, beteenden, egenskaper, produkter, yrken och kunskaper som anses som laÌmpliga foÌr kvinnor och/eller maÌn och utforska dessa. Genom att som laÌrare stoÌdja sig paÌ studier om bland annat vad teknik kan vara foÌr elever, flickors teknikande, betydelsen av laÌrarens kompetens och hur koÌnsidentiteter skapas och formas kan fler elever faÌ moÌjligheter att bibehaÌlla sina teknikintressen genom skolaÌren. Att vara medveten om hur teknikintresse kan gestaltas paÌ olika saÌtt skapar moÌjligheter till att skapa teknikundervisning som aÌr intressant, roligt och viktig foÌr alla elever. I jaÌmfoÌrelse med pojkar sjaÌlvskattar sig flickor ofta som mer negativa till grundskolans teknikaÌmne. MoÌjliga orsaker till denna negativa instaÌllning till teknikaÌmnet lyfts fram och naÌgra tankar om aÌtgaÌrder foÌr att vaÌnda det negativa till naÌgot positivt diskuteras. Kapitlets huvudsakliga fokus ligger paÌ flick- ors teknikintresse och det aÌterkommer genom hela kapitlet.
"AlltsÄ, jag har inte fattat att teknik kan vara skapande. Vi kanske ska ta in lite annat material i ateljén?" : -Vad sker i möte mellan pedagoger i förskolan och teknikÀmnet?
Vi vet alltför lite om hur teknikĂ€mnet gestaltas i skolan och Ă€nnu mindre om hur det gestaltas i förskolan. Jag Ă€r utbildad förskollĂ€rare men arbetar i nulĂ€get dels pĂ„ en kommunal verksamhet som ger utbildning inom teknik samt pĂ„ teknikkurser riktade till lĂ€rare pĂ„ ett universitet. Min kommunala arbetsplats anordnade nyligen en fortbildning i Ă€mnet teknik riktad till förskollĂ€rare och barnskötare i kommunen. Under denna kurs, dĂ€r jag arbetade som lĂ€rare, började jag se mönster som intresserade mig. Deltagarna uttryckte muntligt en viss svĂ„righet med teknikĂ€mnet medan de inte fysiskt visade detta. Syftet med denna studie Ă€r att via enkĂ€tfrĂ„gor och fĂ€ltanteckningar fĂ„ en ökad förstĂ„else för pedagogernas förestĂ€llningar kring teknikĂ€mnet och teknikĂ€mnet i förskolan samt hur de uttrycker uppdraget att förmedla teknikĂ€mnet och pĂ„ sĂ„ sĂ€tt kunna bidra till vidare forskning inom forskningsfĂ€ltet. Denna uppsats har Ă€ven en historisk kontext som lyfter pedagoger som kan tolkas varit inflytelserika inom framvĂ€xten av didaktik och utbildningsfilosofi inom teknikĂ€mnet och dĂ€rmed pĂ„verkat och pĂ„verkar teknikĂ€mnet i förskolan. Pedagogerna Ă€r Friedrich Fröbel, Christopher Polhem, Eric Eklund, Elsa Köhler och John Dewey. Studien relaterar Ă€ven till didaktik och PCK i relation till pedagogerna i förskolan. Resultatet frĂ„n enkĂ€ten visar pedagogernas positiva uppfattningar om sitt eget kunnande i teknikĂ€mnet i förskolan samt en positiv förvĂ€ntan pĂ„ arbetet med teknikĂ€mnet i förskolan. Ăven pedagogernas uppfattningar om teknik kan uppfattas som positiva utifrĂ„n enkĂ€tens resultat. Teknik samt teknikĂ€mnet ses av pedagogerna som en viktig del av samhĂ€llet och barnets dag i förskolan. Pedagoger i studien uttrycker uppdraget att undervisa i teknikĂ€mnet med blandade attityder. FĂ€ltanteckningarna Ă„skĂ„dliggör att nĂ€r pedagogerna pratar med varandra visar de att de inte kan eller saknar vissa kunskaper inom teknikĂ€mnet. Denna diskurs som motsĂ€ger en del av enkĂ€tresultatet diskuteras i slutet av uppsatsen
Girls' technological knowledge
This study investigates technological knowledge among 13-14-year-old girls at a technology-focused summer camp using a Science and Technology Studies (STS) lens. As they are already interested in technology, they attend the camp out of genuine interest instead of ones to become interested. The girls' expressions of technological knowledge are aligned with societal norms associating technology with hands-on engagement and activities, solidifying their self as belonging in technology. While the camp introduced certain gendered assumptions through "girlified" tasks, the girls wished to transcend these stereotypical activities. They wanted to broaden their technological interests beyond the confines of gendered expectations. Actor networks and external recognition influence their technological knowledge, often motivating their engagement in technology. During an interview, the girls voiced dissatisfaction with existing technology education, mentioning uninspiring teaching methods, outdated materials, and a focus on theory. The girls were critical of the technology education they encountered and emphasised the value of practical learning and a longing for real-life applicable skills. Despite some finding technology classes engaging, low self-confidence in comparison to boys emerged, possibly due to teacher expectations. Their inclination towards practical experiences highlights the importance of a well-rounded learning approach. Implications for school technology education curricula underscore the significance of blending theory with practical application to keep technical girls engaged. By embracing girls' perspectives, educators can craft initiatives that resonate with their interests, rejecting the need for gender-specific content. These insights challenge the stereotype that technical knowledge is gender-bound, recognising that girls' genuine interest is an asse
Flickors teknikintresse i fokus
Detta kapitel belyser de moÌjligheter som arbete utifraÌn ett genusperspektiv i teknikundervisningen kan skapa. Det kan handla om att i teknikundervisningen utmana foÌrestaÌllningar om vem som faÌr vara den som aÌr teknisk, att lyfta fram synsaÌtt, beteenden, egenskaper, produkter, yrken och kunskaper som anses som laÌmpliga foÌr kvinnor och/eller maÌn och utforska dessa. Genom att som laÌrare stoÌdja sig paÌ studier om bland annat vad teknik kan vara foÌr elever, flickors teknikande, betydelsen av laÌrarens kompetens och hur koÌnsidentiteter skapas och formas kan fler elever faÌ moÌjligheter att bibehaÌlla sina teknikintressen genom skolaÌren. Att vara medveten om hur teknikintresse kan gestaltas paÌ olika saÌtt skapar moÌjligheter till att skapa teknikundervisning som aÌr intressant, roligt och viktig foÌr alla elever. I jaÌmfoÌrelse med pojkar sjaÌlvskattar sig flickor ofta som mer negativa till grundskolans teknikaÌmne. MoÌjliga orsaker till denna negativa instaÌllning till teknikaÌmnet lyfts fram och naÌgra tankar om aÌtgaÌrder foÌr att vaÌnda det negativa till naÌgot positivt diskuteras. Kapitlets huvudsakliga fokus ligger paÌ flick- ors teknikintresse och det aÌterkommer genom hela kapitlet.
Girls' technological knowledge
This study investigates technological knowledge among 13-14-year-old girls at a technology-focused summer camp using a Science and Technology Studies (STS) lens. As they are already interested in technology, they attend the camp out of genuine interest instead of ones to become interested. The girls' expressions of technological knowledge are aligned with societal norms associating technology with hands-on engagement and activities, solidifying their self as belonging in technology. While the camp introduced certain gendered assumptions through "girlified" tasks, the girls wished to transcend these stereotypical activities. They wanted to broaden their technological interests beyond the confines of gendered expectations. Actor networks and external recognition influence their technological knowledge, often motivating their engagement in technology. During an interview, the girls voiced dissatisfaction with existing technology education, mentioning uninspiring teaching methods, outdated materials, and a focus on theory. The girls were critical of the technology education they encountered and emphasised the value of practical learning and a longing for real-life applicable skills. Despite some finding technology classes engaging, low self-confidence in comparison to boys emerged, possibly due to teacher expectations. Their inclination towards practical experiences highlights the importance of a well-rounded learning approach. Implications for school technology education curricula underscore the significance of blending theory with practical application to keep technical girls engaged. By embracing girls' perspectives, educators can craft initiatives that resonate with their interests, rejecting the need for gender-specific content. These insights challenge the stereotype that technical knowledge is gender-bound, recognising that girls' genuine interest is an asse
Mamma, kom och hjÀlp! : LÀrares attityder till teknikÀmnet.
SammanfattningSyftet med denna C-uppsats Àr att undersöka vilken personlig attityd lÀrare har tillskolÀmnet Teknik och se vilken eventuell roll den attityden kan tÀnkas spela för lÀrandet.MÄlet Àr att undersöka och synliggöra lÀrares tankar och kÀnslor runt ett Àmne som de ÀrÄlagda att undervisa i men inte har utbildning för. Insamlade data relateras till aktuellforskning och litteratur. Samt ges en lÀroplansbakgrund för att pÄvisa teknikÀmnets natur.Som metod har jag anvÀnt empirisk undersökning grundad i kvalitativa samtalsintervjuermed lÀrarna. Min studie visar att intervjupersonerna inte Àr bekvÀma i teknikÀmnet.LÀrarna i denna studie saknar utbildning i teknikÀmnet och styrs dÀrför av sin egen attitydtill Àmnet. De speglar en rÀdsla samt till viss del ett ointresse för Teknik Àven fast deanser att Àmnet har en plats i skolan. Attityden till Àmnet resulterar i att Teknik inte fÄrden plats i skolan som Àmnet bör ha. Min undersökning bekrÀftar vad tidigare forskninginom Àmnet har fört fram. Det vill sÀga att utbildade lÀrare Àr viktigt oavsett Àmne och attden attityd man har till Àmnet man undervisar i pÄverkar lÀrandesituationen
Flickors teknikintresse i fokus
Detta kapitel belyser de moÌjligheter som arbete utifraÌn ett genusperspektiv i teknikundervisningen kan skapa. Det kan handla om att i teknikundervisningen utmana foÌrestaÌllningar om vem som faÌr vara den som aÌr teknisk, att lyfta fram synsaÌtt, beteenden, egenskaper, produkter, yrken och kunskaper som anses som laÌmpliga foÌr kvinnor och/eller maÌn och utforska dessa. Genom att som laÌrare stoÌdja sig paÌ studier om bland annat vad teknik kan vara foÌr elever, flickors teknikande, betydelsen av laÌrarens kompetens och hur koÌnsidentiteter skapas och formas kan fler elever faÌ moÌjligheter att bibehaÌlla sina teknikintressen genom skolaÌren. Att vara medveten om hur teknikintresse kan gestaltas paÌ olika saÌtt skapar moÌjligheter till att skapa teknikundervisning som aÌr intressant, roligt och viktig foÌr alla elever. I jaÌmfoÌrelse med pojkar sjaÌlvskattar sig flickor ofta som mer negativa till grundskolans teknikaÌmne. MoÌjliga orsaker till denna negativa instaÌllning till teknikaÌmnet lyfts fram och naÌgra tankar om aÌtgaÌrder foÌr att vaÌnda det negativa till naÌgot positivt diskuteras. Kapitlets huvudsakliga fokus ligger paÌ flick- ors teknikintresse och det aÌterkommer genom hela kapitlet.