Rapid advances in technology are changing the structure of the workforce. There are elite highly-paid hi-tech occupations
and low status poorly-paid jobs. Women are unfortunately more likely to be found in the latter category. To allow them to
qualify and compete for the higher-status positions, girls need to participate in the physical sciences and in technology
studies. However, they are rarely attracted to them in secondary school, possibly because they are already alienated from
them by the time they leave primary school.
This paper reports some of the outcomes of a curriculum unit taught in two primary school classes in an independent school
for girls. The unit was cross-curricular, involving technology, science and other fields of knowledge; it made extensive use
of LEGO Technic materials. The evaluation of the unit, based on observations, a teacher journal and pupil questionnaires,
focussed upon the issue of whether it assisted the girls to feel happier about working with unfamiliar technology and feel
more capable of doing so. Implications for teaching technology are also discussed.
M.Ed. St student, Monash University.Specializations: primary school science and technology for girls.
Dr. Paul Gardner, Reader in Education, Monash University, 3168.Specializations: science and technology education, technology teacher education, educational evaluation, measurement of attitudes and interests.