Where Are All the Students? Factors that Encourage Female Participants in Technology Education

Knopke, Vicki

doi:10.1007/978-981-13-3010-0_15

Cited by 3 publications

(8 citation statements)

References 17 publications

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“…Personal values arise from participants in relation to their learning within technology classrooms and how they interact with artefacts on a daily basis. Terms such as personal and social ambition, self-control, capability, imagination and independence can be identified by participants in terms of which particular aspect motivates them to succeed (Knopke, 2015). Pavlova and Turner (2007) examined the critical issue of values in Technology Education and discussed the design process as a starting point for internal and external values.…”

Section: Motivation Through Valuesmentioning

confidence: 99%

“…Women are attracted to careers that help and work with people and enact communal goals. Knopke's (2015) research in secondary schools in Queensland has shown that values can and do motivate students in technology education classes. Values motivate female students more so than male students.…”

Section: Social Valuesmentioning

confidence: 99%

“…This is the same factor that the research found for younger students in the senior secondary context. Students who achieved degrees of mastery of skills became more persistent and resilient in learning within the Technology education course of study, becoming leaders within their peer group (Knopke, 2015).…”

Section: Self-efficacymentioning

confidence: 99%

“…The work of Dweck (1986) could shape further investigations in this area; however the female students in the case studies did not see difficulties as negatives but rather challenges they would investigate and overcome. The female students appeared to set themselves high level complex tasks within the assigned projects and they worked to attain standards that rivalled the top male achievers in the classes (Knopke, 2015).…”

Section: Level Of Challengesmentioning

confidence: 99%

“…It is posited that learning functions optimally when students' motivation is an active and autonomous process. The focus stems from a research study on factors that influence the participation of female students in the senior secondary years of schooling and the outcomes of the study (Knopke, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Motivating female students in technology education: Staying and thriving on the technology education pipeline of STEM

Knopke

Barra²

2022

AJTE

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Learning is an active process that functions optimally when student’s motivation is autonomous. This paper will critique elements of motivation that impact on students’ engagement in Technology Education subjects with an emphasis on female students in senior secondary years of schooling. After interpreting Technology Education and motivational factors, the critique will examine elements identified by various authors as those which motivate modern day youth to engage in non-compulsory education. In fact, the origins of personal and group motivation need to be explored in terms of how youth utilise self-values to engage in practices that schools program for them. Of particular interest are the steps taken by schools to engage females in technology centred programs. Australian data show that young female learners are not articulating through to Mathematics, Science, Engineering, or Technology (STEM) classes and in turn not enrolling in tertiary courses such as Engineering. The critique takes a feminist constructionist view and will draw on research undertaken in senior secondary schools in 2013. Earlier studies have claimed that the artefacts to be made and freedom of choice in the learning process had the most effect on the motivation of students as participants in Technology Education. For some students these elements have affected their intrinsic motivation by expanding their reflectivity and feelings of autonomy. By providing an apparent freedom of choice in materials, techniques, and products to be made, student motivation appears to rise. In examining the research studies on what motivates youth - values are seen to be inextricably linked to the interests and motivation of both individuals and groups. Thus, values will be explored in the context of educational settings of students in the secondary years, with a focus on Technology Education. The implications of the findings in the paper will provide practitioners with strategies to alter the ecology of classrooms for female participants in Technology Education programs in the long term. Those strategies are not about plugging the leaks in the STEM education pipeline, but rather about building a gendered pipeline where girls feel at home doing Technology regardless of whether their school or class is co-educational or single-sex.

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Section: Motivation Through Valuesmentioning

confidence: 99%

Section: Social Valuesmentioning

confidence: 99%

Section: Self-efficacymentioning

confidence: 99%

Section: Level Of Challengesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Motivating female students in technology education: Staying and thriving on the technology education pipeline of STEM

Knopke

Barra²

2022

AJTE

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In whose eyes am I technical? : Exploring the ‘problem’ of the (non)technical girl

Sultan

2024

Studies in Science and Technology Education

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comprises some thirty senior researchers, postdocs, and doctoral students in science and technology education, and also hosts FontD, the Swedish National Graduate School in Science and Technology Education. Research at TekNaD focuses, for example, on the history of school subjects; teaching content; conceptual understanding; analogies, models and representations; multimodality; digital tools; teacher and student attitudes; gender issues; and assessment. TekNaD and FontD jointly publish doctoral and licentiate theses in the series Studies in Science and Technology Education

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Preparing Science Teachers for Tomorrow With Transversal Competencies

Sheffield

Koul

2023

Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond

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The education system necessitates preparing today's children for the needs of tomorrow, and more so in our changing society educated by a schooling system that is agile and flexible in preparing students for jobs yet to be invented. Education systems may no longer be required to teach students content, and instead need to focus on giving students skills to curate information and demonstrate their capacity to be critical and creative thinkers, problem solvers, communicators, and collaborators. Moreover, these skills will be predominantly useful for knowledge acquisition and the creation of science subjects. Are we preparing students for this new world of ever-increasing demands for knowledge? Are we creating thinkers and active learners? This chapter determines how we can create learners who can demonstrate these transversal competencies and substantiates our claims based on research findings where authors searched beyond ‘knowledge concepts' and sought to create more agile and flexible science learners who are prepared for some of the challenges posed by the 4th Industrial revolution.

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Where Are All the Students? Factors that Encourage Female Participants in Technology Education

Cited by 3 publications

References 17 publications

Motivating female students in technology education: Staying and thriving on the technology education pipeline of STEM

Motivating female students in technology education: Staying and thriving on the technology education pipeline of STEM

In whose eyes am I technical? : Exploring the ‘problem’ of the (non)technical girl

Preparing Science Teachers for Tomorrow With Transversal Competencies

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