Figure 13 - uploaded by Sugra Chunawala
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Poster drawn by a boy depicting all the sciences and featuring progress in technology as well. It also has an element of humour in it.
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... Research studies around the globe have indicated that young students generally have a positive attitude towards technology and associate it with products and this attitude changes when students are around 14 years of age (Ardies, Maeyer and Gijbels 2013). Even though young students think positively about technology but their opinions on technology education and careers are not particularly positive (Mehrotra et al. 2003;Ardies et al. 2013). Girls are less interested in technology and technological careers; this interest also declines faster than for boys. ...
Artificial Intelligence (AI) has become pervasive in modern lives, with AI generative tools driving further transformation. However, a notable issue persists: the underrepresentation of females and individuals from ethnic and racial minorities in the tech industry. Despite generally positive attitudes toward technology among young students, this enthusiasm often does not extend to aspirations for careers in the field. To address this disparity, many schools in the United States are now offering computer science and AI courses at the high school level. Nevertheless, students from underrepresented groups often feel disconnected from these subjects, leading to low enrollment rates. Research underscores that students' career aspirations are solidified between the ages of 10-14 yrs, highlighting the importance of engaging them with computer science and computing skills during this formative period. Leveraging the Bourdieusian concept of social capital, this paper proposes educational interventions tailored for elementary schools. By nurturing students' technical social capital, these interventions aim to foster an inclusive ecosystem from an early age, when aspirations are taking shape. Ultimately, the goal is to enhance the accessibility of computer science education and related skills, empowering young students from underrepresented groups to pursue higher studies and careers in computer science and AI fields.
... As technology is not an independent school subject, students' ideas may be influenced by a complex set of in-school and out-of-school factors. In one study, about 60 students from Grades V to IX, from 30 different schools in and around Mumbai city, participated in a poster making contest on 'images of science' and 'images of technology' (Mehrotra, Khunyakari, Chunawala, & Natarajan, 2003). The analysis showed that students perceived S&T more in terms of the objects used or created than as processes, and S&T was largely viewed as beneficial to individuals and society. ...
... Aikenhead (1988) analyzed ways of assessing students' beliefs and found out that instruments designed based on empirical findings were more reliable than those deduced from philosophical stances of science educators. Development of our instrument was initiated with empirical data gathered from a study using posters as a medium to elicit students' ideas about technology (Mehrotra et al., 2003 ). Though the study revealed some interesting findings , it was limited to urban students and posters are prone to subjective interpretation. ...
... Development of our instrument was initiated with empirical data gathered from a study using posters as a medium to elicit students' ideas about technology ( Mehrotra et al., 2003). Though the study revealed some interesting findings, it was limited to urban students and posters are prone to subjective interpretation. ...
Understanding students' ideas is a key step towards mean- ingful learning. Perception and attitudinal studies in edu- cation have been used to unravel crucial aspects about a particular issue, concept or an idea. Technology is a con- struct little explored in the Indian context. The paper re- ports development of an instrument and study of students' perceptions of technology and attitudes toward it. Some sa- lient findings from the study are reported. The study brings out the influence of urban and rural settings, medium of learning and gender differences on the several items probed. The differences highlight the necessity to incorporate some of the ideas in developing units for technology education. Insights from the study can be channelled to making tech- nology education units more inclusive and interesting.
... The results of the tasks in different contexts reiterate the use of drawings as a potential medium for visualisation, comprehension and exercise of skills and techniques in depicting ideas about objects and assemblies. Technology is largely perceived as objects by middle school students (Mehrotra et al, 2003) and our understanding of the artefactual (technological) world can be aided by drawings. It is hoped that exposure to complex and dynamic assemblies can help students to go beyond the technology-as-object perception. ...
... Our selection of categories and the pictures in the categories was guided by the fact that our sample would have rural and urban students as well as girls and boys. In an earlier study involving students' drawings of 'image of science/technology' we found that students often drew images of science or technology as related to communication, transport and warfare, in locations outside the classroom (Mehrotra et al, 2003). To focus on locations we included categories such as, school, household and workplace. ...
... Additionally, we had a category that could be termed 'natural objects' or 'no technology' (flower, sun) as we were interested in knowing how students would deal with this category of objects. The TAO sub-part was used in our earlier work with Grade 8 students and a reliability score 0.9 (alpha-coefficient) had been established (Khunyakari et al, 2003). ...
... Drawings are instruments of thought and serve to clarify features of an idea (Albarn and Smith, 1977 ). Drawings have been used to probe psychological states (Serendip, 2004), to elicit ideas of people, and specifically, of students (Mehrotra, 2003; Natarajan et al, 1996; Chunawala and Ladage, 1998). Despite the rich potential of drawings for learning, these have been neglected in Indian school curricula: introduced at the primary level, disappearing at the secondary school level, except as mere reproductions of scientific drawings, geometry figures or geography maps. ...
The paper discusses the relationship between two approaches to the integration of research with teaching practice, the Design Experiment and Teaching-Research. The Design Experiment approach is based on the idea of transferring the psychological laboratory of the educational researcher directly into the mathematics classroom, so that the complexity of the synergistic life of the classroom is directly under the observation and control of the researcher. Teaching-Research (TR-NYC model) is the approach developed in urban community colleges of New York City, which allows for the application of research into classroom practice by the mathematics instructor and for the process of deriving and verifying scientific hypotheses out of classroom practice. TR-NYC model, a non-hierarchical approach to teaching-research, empowers the practitioner, cultivating the process of inquiry and adding personal meaning to the act of teaching. It is most suited to the present situation when reform is needed in most of the classrooms of mathematics. Two examples of the classroom research are provided, one from practice to educational knowledge base, and another from the research results to classroom practice.
... Drawings are instruments of thought and serve to clarify features of an idea (Albarn and Smith, 1977 ). Drawings have been used to probe psychological states (Serendip, 2004), to elicit ideas of people, and specifically, of students (Mehrotra, 2003; Natarajan et al, 1996; Chunawala and Ladage, 1998). Despite the rich potential of drawings for learning, these have been neglected in Indian school curricula: introduced at the primary level, disappearing at the secondary school level, except as mere reproductions of scientific drawings, geometry figures or geography maps. ...
Not available Science and Mathematics Education Program
... Drawings are instruments of thought and serve to clarify features of an idea (Albarn and Smith, 1977). Drawings have been used to probe psychological states (Serendip, 2004), to elicit ideas of people, and specifically, of students (Mehrotra, 2003; Natarajan et al, 1996; Chunawala and Ladage, 1998). ...
The focus of this paper is students’ design productions as they engaged in designing and making a windmill model to lift a
given weight. This work is part of a project on the development of design and technology (D&T) education units and its trials
among Indian middle school students (Grade 6, age 11–14years) in different socio-cultural settings. Since D&T is not a part
of the Indian school curriculum, the students had no earlier experience of design. Our trials included an exploratory phase
followed by groups of students producing technical drawings and a plan for the making action (procedural map) before engaging
in making the windmill model. The paper presents findings from a qualitative analysis of urban and rural students’ pencil
and paper productions, complemented by observations from video recordings of the collaborative engagement of these naïve designers.
Students used graphical symbols, analogical, spatial and functional reasoning in their design activities. Choice of materials
and tools, the nature of exploratory sketches, variety in design and attentions to issues of stability showed differences
between the urban and rural groups. Some potential implications of D&T units for classroom learning have also been discussed.
