Gender issues in early childhood science and technology education in Australia

Abstract

Science and technology education within the early childhood field has received the minimum of attention by the general research community. As a result, early childhood educators have had to look to their better established colleagues in the primary and secondary fields, where some research information is currently available. Early childhood practitioners in Australia have little information available to guide them in the implementation of recently introduced technology curricula.In this paper, the findings of a research study investigating conceptual change during the teachinglearning process of young children is presented. The results indicate the need to show caution in the introduction of technology education within the early childhood area. Three issues are reported. Firstly, the need to define a more useful mediating role for the teacher in the process of teaching technology within a constructivistic model. Secondly, the need for technology to be introduced in a socially contextualized manner. Thirdly, the sex-role stereotyping that becomes evident when the former two are not addressed.

Assessing the Science Learning Assessment (SLA) Instrument in Greek Early Childhood Education Using the Item Response Theory Framework

“…Guo et al (2015) argued that the gender gap in science knowledge maybe a finding for older children and that girls in early childhood do not lag in their competence to learn science. On the other hand, Fleer (1990) argued that the limited exposure to science education in ECE might be the reason for the above result.…”