1 Gender Difference in Technological Creation —The Case of the King of Beasts Robot Creation Jon-Chao Hong Professor, College of Technology, National Taiwan.

1

Gender Difference in Technological Creation—The Case of the King of Beasts Robot Creation

Jon-Chao HongProfessor, College of Technology, National Taiwan Normal University (NTNU)

Hsiao-Lei ChenGraduate student, Department of Industrial Education, NTNU

Chia-Hui ChangGraduate student, Department of Industrial Education, NTNU

2

•This study aims to investigate the differences in technological creation between male and female students including

– their problem discovering and solving abilities– thinking flexibility – diversability– object maneuverability– data sorting ability– technological creation attitude

Introduction

3


Introduction

From the perspective of mental process of technological creation, learners can be categorized into one of the following types (Hong, 1998). :

-Blind trial

-Heuristics

-Algorithm thinking

4


Fig. 1 Mental Process and Learner Type in Technological Creation Source: Hong, 1998

Judgment Comparison

Verification Testing Selection Classification

Algorithm

Heuristic

Blind Trial

Theoretical Background

5


Introduction

Project-based learning approach (simple robot creation activity)

Data collection: field observation and in-depth interview

Choosing the gap: between male and female students

Implications: provide the reference

6


Theoretical Background

In terms of technological creation attitude, this study adopted the theories of Schwab & Herron (1962) as framework, which pointed out that the problem-solving process is mainly comprised of three components of problems, ways and means, and answers, and each can be further divided into four levels,

depending on whether hints or clues are given or opened: – Level 0: The teacher explains what the problem is and provides students with possible

solutions and assists them to decide on the best solution. – Level 1: Students discern the problem through teacher guidance, and are provided with

possible solutions and finally decide on the best solution on their own. – Level 2: Students discern the problem through teacher guidance and go through a divergent

thinking process of idea generation to develop various solutions and decide on the best one. – Level 3: Students discern the problem through observation and testing, and then go through a

divergent thinking process of idea generation and conduct simulated testing, strength/weakness analysis, and detail comparison on the various solutions developed and finally formulate the best solution through convergent thinking.

7


Table 1 Schwab & Herron (1962) Problem-solving Scaffolds Content

Level problems ways and means prompts

Level 0 Given Given Given

Level 1 Given Given Opened

Level 2 Given Opened Opened

Level 3 Opened Opened Opened

8


Research Design

This study utilized the concept of project-based learning to conduct a teaching activity on research subjects, which involved technological creation of a robot called the King of Beasts.

The data was collected mainly through field observations and in-depth interviews.

9


Research Design

• Research Methods– Given the research topic of gender difference in technological

creation, this study adopted a qualitative research method, which mainly involved field observation and in-depth interview. In order to reach meaningful conclusions, the data collected were further analyzed, synthesized, and finally interpreted, using a qualitative research method.

– The teachers’ assistance by conducting the teaching experiment and the careful analysis and interpretation of the data both helped ensure the objectivity of the research results.

10


Research Design.

• Research Subjects– The research subjects of this study were junior high school students and the teaching

experiment involved was a project-based learning activity of technological creation of the King of Beasts robot. (The two schools participated in this study were the Taipei Gu-Ting Junior High School and the Taipei Municipal Xin-Yi Junior High School.)

– This study surveyed two seventh-grade classes, totalling two teachers and 33 students in Class A (16 male and 17 female) and 31 students in Class B (16 male and 15 female).

• Research Instruments– The King of Beasts technological creation is a project-based learning activity with it

s main teaching objectives being cultivating learners’ technological creation ability that requires the use of both head and hand, increasing learners’ problem-solving ability, and building the needed mutual understanding among peer students for improved team collaboration.

11


• The King of Beasts technological creation activity in this study utilized the project-based learning approach to help enhance the technological creation

abilities in students, which include: – Thinking:

• Tool handling problems and solutions.

• Machine operation problems and solutions.

• Material and tool problems and solutions.

• Assembly problems and solutions.

– Object manuvering: • Material attributes and application.

• Material processing, assembly, and testing.

– Data sorting: • Data sorting and analysis.

• Table and chart production.

• Learning process file production.

– Technological creation attitude:• Team collaboration.

• Inqusitiveness.

• Persistence.

12


The mechanical design drawing, formative design drawing, and the finished project illustration of the King of Beasts tech

nological creation are exemplified below:

13


Research Results

Tool Handling and Problems Solutions • Both boys and girls were susceptible to traditional

constraints and misconceptions when learning about tool handling. In other words, past experience can affect their new learning and if these experiences helped achieve their purpose, neither boys nor girls would easily accept the correct way of learning new things.

14


Research Results

Machine Operation and Problems Solutions • Both genders received similar amounts of teacher guidance,

with boys having more self-guidance than girls.

• In this study, the desktop machinery provided in the technology classroom included the scroll saw, driller, and sand grinder.

• During machine operation, girls relied on teacher’s extra attention including teacher’s correcting of their operation mistakes and explaining repeatedly the details, in order to finally overcome their fear, familiarize themselves with machine operation, and remove all the danger factors.

15


Research Results

Material and Tool Coordination and Problems Solutions

• Both boys and girls learned about the material properties, proper processing methods, and the right tool selection through processing.

• Teachers should encourage students and provide them with opportunities to express creativity and explain openly how everyone can learn from each other through idea exchange as a way to help students gain a deeper understanding of material and tool use.

16


Research Results

Assembly and Problems Solutions • In terms of mental operation modes of the technological creation

process, boys in this study tended to be either blind-trial or deduction oriented. Boys who were weak at problem thinking and strategy formulating tended to follow a blind-trial mode of mental operation while those who were highly interested in creative problem-solving activities and with strong thought organizing skills often followed the deduction mode of mental operation. Girls on the other hand tended to be more of a heuristics-oriented thinker.

• Boys received less teacher guidance but more self-guidance than girls.

• In general, girls were less willing to rise up to challenges and had lower level of inquisitiveness than boys.

17


Research Results

Data Sorting and Problems Solutions • Girls made more detailed and clear records on the project

formation process than boys. In all such areas as drawing preparation, structural description, and patience to complete the learning process records, boys all performed

poorer than girls.

18


Research Results

Resource Management and Problems Solutions• Girls were better at resources management than some of

the boys and could keep parts and components under better custody and manage them in a more systematic and effective way. Boys seemed rather disorderly in terms of resource management and often found themselves either missing some components or busy looking for them.

19


Research Results

Technological Creation Attitude • Girls had better elaboration ability in improving processing

quality, but seemed to be lacking imagination and creativity as compared to boys, and they usually considered the safest way as the best way. In the learning process, they seemed rather conservative and often stayed in their “comfort zones” instead of breaking the boxes in seeking of innovations and improving their projects. During the leaning activity, they seemed unable to perform their originality the same way they did their elaboration ability.

• Boys were more creative, inquisitive, and had better

elaboration ability with project function improvement.

20


Research Results

Team Collaboration and Problems Solutions • Girls were better at interpersonal interactions than boys.

The members in the girl groups of this study worked closely with each other in a harmonious atmosphere.

• In comparison, more boy groups worked poorly as a team and both their interpersonal communication attitude and interactive relationship had much to be desired. So did their team learning motivation and team operation efficiency.

21

The End

1 Gender Difference in Technological Creation —The Case of the King of Beasts Robot Creation Jon-Chao Hong Professor, College of Technology, National Taiwan.

Documents

technological creationthe

technological creation

referencegender difference

scaffolds gender difference

tool problems

assembly problems

tool handling problems

machine operation problems