BROWN, C., 1995. Girls boys and technology: competence confidence and creativity in the primary years. IDATER 1995 Conference, Loughborough: Loughborough University
The differences between boys' and girls' abilities revealed in technological activities reflect observations in science and mathematics. These differences can affect their progress. This longitudinal action research study has investigated the influence of work with construction sets on pupils technological achievements throughout the primary years.
In its final report this study provides information on how children's learning of the physical science concepts encountered in design and technology can be developed through construction activities and offers criteria for the assessment of such activities. Teaching strategies and support materials have been developed to structure learning experiences in order to match these criteria.
The gap between boys' and girls' achievements when working with construction sets in the primary years has proved to be extensive and the effects of compensatory experience are complex. Links between evidence of pupils' knowledge and skill in Design and Technology and the development of positive attitudes towards Design and Technology have been investigated. The results have enabled some recommendations to be made for the structuring and organisation of work with construction sets throughout the primary phase.