Tina Jarvis

Children's Choice of Drawings to Communicate Their Ideas about Technology.

This study examines childrens choice of drawing to communicate their understanding of the concept “technology”. The study explored whether the childrens drawings accurately reflected the depth and range of their understanding of technology in a way that was interpretable by others. Data were collected from 314 primary school children in England and 745 children in Western Australia. Children were invited to demonstrate their knowledge and understanding about technology by responding to a writing/drawing activity and a representative subsample were then interviewed about their responses. About two-thirds of childrens responses to the activity included drawings. Children held a wide range of ideas about technology and only rarely was a drawing difficult to interpret. Although overall the drawings reflected the range of childrens ideas, sometimes they did not reveal the depth or breadth of an individual childs understanding. Consistent with the ideas represented in the drawings, the interviews found that younger children held simpler ideas about technology, while older children held more complex, and sometimes quite abstract concepts of technology. A notable difference between the two countries was the emphasis on “design and make” and a smaller proportion of no response in the English sample, reflecting the greater length of time technology education has been implemented in England compared to Western Australia.

Primary teachers’ changing attitudes and cognition during a two‐year science in‐service programme and their effect on pupils

Changes in 70 teachers’ confidence, attitudes and science understanding were tested before and after a major in‐service programme. Attitudes were assessed using a 49‐item Likert‐scale test that probed attitudes to practical science teaching and in‐service training. Multi‐choice and open‐ended questions measured understanding of electricity; melting, dissolving and evaporation; forces; and investigations. Data on pupils’ attitudes and cognition were also collected. After in‐service, teachers’ confidence about science teaching had improved significantly. The majority, but not all, had developed satisfactory levels of understanding and more positive attitudes. Four broad types of response were identified: high attainers who improved attitudes and confidence; teachers with limited science knowledge who found the course difficult but made improvements; unaffected professionals who were already working well and for whom the course had little effect; and disaffected teachers who showed low levels of confidence and competence throughout. Pupil cognition and attitudinal differences related to these types were also found.

Factors that Influence Children's Developing Perceptions of Technology

Two instruments designed to ascertain childrens conceptions of ‘technology’ were given to 315 English children in Years 2–6. A subset of 81 children and their teachers were interviewed. Responses to the same instruments were collected from 745 Western Australian children in the same year groups. Subsequently their teachers and 164 Australian children were interviewed. The Australian and English children had a similar range of concepts to explain technology, but the frequency of concepts varied. The results suggest that the stages of developing an inclusive concept of technology are mainly chronological, but the rates vary with individuals depending on a number of inter-related factors including home and school influence, ability, gender and opportunity to discuss ideas. Examination of these factors suggests there is a need for specific curriculum provision in technology based on adequate in- service training of teachers, which should also clarify the differences between science and technology. Children also need to be enabled to clarify their ideas through focused activities.

Perceptions about Technology Held by Primary Teachers in England

Abstract Between 1992 and 1994, a picture quiz and writing/drawing activity were administered to three samples of 142 primary teachers in English schools, in order to explore their perceptions of technology. Interviews were also carried out with 13 teachers from six of the schools. The perceptions held by primary teachers ranged from technology as the application of science to designing and making artifacts. Many teachers appeared to be confused about the relationship between the National Curriculum view of technology and that held by general society, with the effect that they are thinking increasingly of technology solely in the school context. Consequently there is an over‐emphasis on model‐making in the classroom. Additionally, teachers were confused about the distinction between technology and science in a way that may be detrimental to both subjects.

English and Australian Children's Perceptions about Technology

Abstract This paper compares the perceptions about technology held by elementary school children in England and Australia. Childrens perceptions were measured using a writing/drawing activity, designed for children of all ages, a picture quiz, devised for young children, and a questionnaire intended for older children. In each country, samples of about 800 children in Years 3‐6 were chosen from schools representative of those in their region. The results indicate that although many children only associate technology with computers and modern appliances, overall there is an enormous variety of ideas about technology with the more complex and coherent among older children. Childrens attitudes are positive, although older children expressed less interest in technology. The high profile of design and make in the England and Wales Technobgy National Curriculum is reflected by childrens emphasis on model‐making, an aspect generally ignored by Australian children. The diverse views children hold underscores t...

Understanding technology: the development of a concept

Childrens perceptions about technology were measured using a Writing/Drawing Activity and a Picture Quiz, administered to approximately 300 grade three to six children in six primary schools in th...

An evaluation of the role of email in promoting science investigative skills in primary rural schools in England

This project evaluated the effect of collaboration via email links on the quality of 10–11 year old students’ science investigative skills in six primary rural schools. After a joint planning meeting, sixty children collected, identified and shared information via email about moths in their area, in order to produce a joint booklet. All email traffic was monitored throughout the project. Indepth structured observations and interviews were carried out at the schools. Children completed daily diaries. The children demonstrated a variety of science skills, particularly observation and recording. Their competence and confidence in using computers, handling email and in manipulating a data base developed during the project. The project identified a number of important issues relating to teacher inservice training requirements, the importance of a suitable progression of IT experiences throughout the school, development in cooperative groupwork for children, and software design.

The Relationships Between Primary Teachers’ Attitudes and Cognition During a Two Year Science In-Service Programme

Teachers’ confidence and attitudes towards science teaching and science understanding were tested before and after a major in-service programme in 31 schools. The 70 teachers’ attitudes were assessed using a 49-item Likert-scale test. Science understanding was measured by multi-choice and open-ended questions. Data on pupils’ attitudes and cognition was also collected. After in-service, overall teachers’ initial confidence about science teaching had improved significantly. The majority of teachers, but not all, had developed satisfactory levels of understanding and more positive attitudes. Teachers responded to the in-service programme in different ways. Four teacher types were identified: high attainers who improved attitudes and confidence; teachers with limited science knowledge who found the course difficult but made improvements; unaffected professionals who were already working well and for whom the course had little effect; and disaffected teachers who showed low levels of confidence and competence throughout. Pupil cognition and attitudinal differences related to these types were found.

Examining and Extending Young Children’s Views of Science and Scientists

In order to take full responsibility in this increasingly technological and scientific world, citizens need to understand the nature of science so that their decisions are informed appropriately. In addition to young children understanding the nature of science, it is also important that every child appreciates that he or she could aspire to a scientific career.

Changes in secondary technicians’ attitudes following a four‐day in‐service programme and subsequent effects on school practice

Science teachers in the England have always relied on the support of largely self‐taught technicians when preparing classroom practicals. The technicians have acquired some of their expertise through ad hoc mentoring by senior colleagues, but very few have had any extended training. This research set out to explore the changing attitudes of 40 science technicians in the English East Midlands who attended four‐day training courses during 2005. Their attitudes towards their current jobs and career as well as the effect of more formal training was explored by using pre‐ and post‐course questionnaires along with in‐depth interviews. Teachers who worked closely with them were also interviewed to gauge the impact of the training courses on the work of their departments. The study revealed that the courses increased most participants’ job satisfaction and their confidence in their craft, but that training benefits could be compromised if communication with line managers was poor.