Gender differences in social cognitive learning at a technological project design

dc.contributor.authorHong, J. C.en_US
dc.contributor.authorHwang, M. Y.en_US
dc.contributor.authorWan-Tzu Wong, W. T.en_US
dc.contributor.authorLin, H. C.en_US
dc.contributor.authorYau, C. M.en_US
dc.description.abstractThis study aims to investigate the differences between male and female students in technology project design. The major gender differences discussed in this study include the problem discovering and solving abilities, maneuverability, and inquiry attitude among middle grade students. In the project design, students were required to design and complete a wooden robot with limited materials in a restricted timeframe. Data was collected through field study during the project making. The results of this study indicated that some differences existed between male and female students. For example, power tool manupulation was more appealing to boys than girls. On the other hand, girls were better at resource management than boys. Through social learning, female students have an overtime improvement. Pedagogical considerations are suggested to strengthen gender-specific problem solving skills, so that all students can realize their design potential.en_US
dc.relationInternational Journal of Technology and Design Education,en_US
dc.titleGender differences in social cognitive learning at a technological project designen_US