|Published Online: October 30, 2014||$US5.00|
The purpose of the study was to investigate the use of automata as part of the New Zealand technology education curriculum with Year 7 and 8 students. The project also presented the students with a context through which to learn and apply the scientific principles of movement they needed to understand how the automata worked. Four research questions drove the study: (a) how would students respond to making an automaton? (b) Could they describe how automata worked? (c) Was there a gender bias in the responses to the questionnaire? (d) Could students recall details about the movements used in their automata, at a later date? The study involved 74 pupils, and data were collected through observations of the pupils during their five technology periods and from a questionnaire administered at a later date. Findings indicated that both male and female students responded favourably to building automata, could understand and describe movements, and were able to recall detailed information at a later date. In most areas of this study, gender did not appear to be a factor.
|Keywords:||Automata, School Students, Technology, Education, Science, Gender|
The International Journal of Science in Society, Volume 5, Issue 3, November 2014, pp.13-28. Article: Print (Spiral Bound). Published Online: October 30, 2014 (Article: Electronic (PDF File; 774.328KB)).
Masters of Science Communication Student, The Centre for Science Communication, Division of Sciences, University of Otago, Dunedin, Otago, New Zealand
Professor of Science Communication, The Centre for Science Communication, Division of Sciences, The University of Otago, Dunedin, Otago, New Zealand