Technology education for children in primary schools in Finland and Germany: different school systems, similar problems and how to overcome them |
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Authors: | Aki Rasinen Sonja Virtanen Martina Endepohls-Ulpe Pasi Ikonen Judith Ebach Janine Stahl-von Zabern |
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Institution: | 1. Department of Teacher Education, University of Jyv?skyl?, Jyv?skyl?, Finland 2. Institute for Psychology, University of Koblenz-Landau, Campus Koblenz, Germany 3. University of Applied Science, Koblenz, Germany
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Abstract: | Even if the results of international student assessment studies such as PISA or TIMSS show that girls have been catching up
in mathematics and natural sciences, there are still remarkable gender differences in the number of males and females studying
and working in the technological fields after basic education. Technology is still a male-dominated area. This is true for
the German and Finnish societies. Results of the studies conducted in the UPDATE project show that influences on interest
in technological themes take place already in early childhood. Therefore, efforts should be put in developing early childhood
education and elementary school education, to raise girls’ interests and motivation towards technology. This article reports
the results of the UPDATE-WorkPackage3-project mainly in Finland and in Germany. It concentrates on studying elementary school
pupils’ (age 6–12), particularly girls’ motivation towards the contents and methods of technology education. Various curriculum
documents and national learning conditions are discussed and suggestions for the gender equitable technology education are
made. |
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