The Experiences of South-African High-School Girls in a Fab Lab Environment
This paper reports on an effort to address the issue of
inequality in girls- and women-s access to science, engineering and
technology (SET) education and careers through raising awareness on
SET among secondary school girls in South Africa. Girls participated
in hands-on high-tech rapid prototyping environment of a fabrication
laboratory that was aimed at stimulating creativity and innovation as
part of a Fab Kids initiative. The Fab Kids intervention is about
creating a SET pipeline as part of the Young Engineers and Scientists
of Africa Initiative.The methodology was based on a real world
situation and a hands-on approach. In the process, participants
acquired a number of skills including computer-aided design,
research skills, communication skills, teamwork skills, technical
drawing skills, writing skills and problem-solving skills. Exposure to
technology enhanced the girls- confidence in being able to handle
technology-related tasks.
[1] About SA - Education, www.info.gov.za/about sa/education.htm.
[2] Abusabha, R., Peacock, J., Achterberg, C., How to make nutrition
education more meaningful through facilitated group discussions,
Dietetic Association, Vol. 99. No. 1, pp. 72-76, 1999.
[3] Anderson-Rowland, M.R., Why aren-t there more women in
engineering: can we really do anything, ASEE Annual conference
proceedings, pp. 7295-7307, 2003.
[4] Beijing Declaration, www.un.org/womenwatch/daw/beijing/platform/
[5] Bozionelos, N., Computer anxiety: relationship with computer
experience and prevalence, Computers in Human Behaviour, Vol. 17,
pp. 213-224, 2001.
[6] Convention on the Elimination of all Forms of Discrimination against
Women (CEDAW) (1979), www.un.org/womenwatch/daw/cedaw
[7] Chacko, I., Studies in educational evaluations, Vol. 33, pp. 338-354,
2007.
[8] Claudette, K., Students- perceptions of effective clinical teaching
revisited, Nurse Education today, Vol. 27, pp. 885-892, 2006.
[9] Del Favero, L., Boscolo, P., Vidotto, G., Vicentini, M., Classroom
discussion and individual problem-solving in the teaching of history: do
different instructional approaches affect interest in different ways?,
2007.
[10] Education statistics in South Africa at a glance in 2005, Department of
education, www.education.gov.za, 2006.
[11] Education Foundation, Edusource data News no. 7, December 1994.
[12] Education Foundation, Edusource data News no. 24, March 1999.
[13] Gilley, J., Begolly, J., Great progress, great divide: The need for
evolution of the recruitment model for women in engineering, ASEE
Annual conference and expose, pp.7003-7013, 2005.
[14] Graham, J.W., Smith, S.A., Gender differences in employment and
earnings in science and engineering in the US, Economics of education
review, pp. 341-354, 2005.
[15] Haataja, M., Leinonenn, E., Tervonen, M.R., Exploring mechanisms to
stimulate increased participation in science, engineering and technology:
international experiences, 2006.
[16] Harskamp, E.G., Suhre, C.J.M., Improving mathematical problem
solving: a computerised approach, Computers in Human Behaviour, Vol.
22, pp. 801-815, 2006.
[17] Howes, E.V., Educative experiences and early childhood science
education: a Deweyan perspective on learning to observe, Teaching and
teacher education, 2007.
[18] Howie, S, Plomp, T., Mathematical literacy of school leaving pupils in
South Africa, International Journal of Educational Development, vol. 22,
pp. 603-615, 2002.
[19] James, T, Smith, R., Roodt, J., Primo, N., Evans, N., Women in the ICT
sector in South Africa, 2006.
[20] Koppel, N.B., Cano, R.M., Heyman, S.B., An attractive engineering
option for girls, Proceedings - Frontiers in education conference, Vol. 2,
pp. F1C/2 - F1C/7, 2002.
[21] Mabila, T.E., Malatje, Addo-Bediako, A., Kazeni, M.M.M., Mathabatha,
S.S., The role of foundation programmes in science education: the
UNIFY programme at the University of Limpopo, South Africa,
International Journal of Educational Development, vol. 26, pp. 295-304,
2006.
[22] Mayer-Smith, J., Pedretti, E., Woodrow, J., Closing of the gender gap in
technology enriched science education: a case study, Computers and
Education, vol. 35, pp. 51-63, 2000.
[23] Meece, J.L., Glienke, B.B., Burg, S., Gender and motivation, Journal of
School Psychology, Vol. 44, pp. 351-373, 2006.
[24] UN Millenium Development Goals, www.un.org/milleniumgoals/goals,
2000
[25] Mody, P.N., Brinard, S.G., Successful international initiatives promoting
gender equity in engineering, Women and ICT proceedings, Baltimore,
MD, 2005.
[26] National curriculum statement Grades R-9 (schools) policy, Natural
Sciences, Department of Education, Republic of South Africa, 2002,
ISBN 1-919917-48-9
[27] National curriculum statement Grades 10-12 (General), Life Sciences,
Department of education, Republic of South Africa, 2003, ISBN 1-
919975-62-4.
[28] National curriculum statements Grades 10-12 (General), Learning
programme guidelines - Computer Applications Technology 2005,
http://wced.wcape.gov.za/ncs-fet/CAT-LPG.pdf
[29] National curriculum statement Grades 10-12 (General), Physical
Sciences, Department of education, Republic of South Africa, 2003,
ISBN 1-919975-61-6
[30] National policy framework for women-s empowerment and gender
equity http://www.info.gov.za/otherdocs/2000/gender.pdf.
[31] Rocone, K., Child-s play: using the Internet to learn about science and
engineering, JOM, vol. 57, no. 10, pp. 12-15, 2005
[32] SADC Declaration on Gender (1999),
www.sardc.net/widsaa/sgm/1999/sgm-genderdec.html.
[33] SAICE Infrastructure report card 2006, 2007, http://www.civils.org.za/
[34] Saito, E., Imansyah, H., Kubk, I., Hendayana, S., A study of partnership
between schools and universities to improve science and mathematics
education in Indonesia, International Journal of Educational
Development, vol. 27, pp. 194-204, 2007.
[35] Saxe, G.B., Guberman, S.R., Studying mathematics learning in
collective activity, Learning and instruction, Vol. 8, No. 6, pp. 489-501,
1998.
[36] Scantlebury, K., Baker, D, Sugi, A., Yoshida, A., Uysal, S., Avoiding
the issue of gender in Japanese science education, International Journal
of Science and mathematics Education, Vol. 5, pp. 415-438, 2007.
[37] Schumacher, P., Morahan-Martin, J., Gender, Internet and computer
attitudes and experiences, Computers in Human Behaviour, Vol. 17, pp.
95-110, 2001.
[38] Shapiro, Y., Jacobs, J., South African graduate statistics 1999: profiles
and recent trends. Labour market analysis, ISBN-0-7969-1923-2, South
Africa, 1999.
[39] Strom, P.S., Strom, R.D., Moore, E.G., Peer and self-evaluation of
teamwork skills, Vol. 22, pp. 539-553, 1999.
[40] Sullivan, J.F., Reaman, D., Louie, B., Girls embrace technology: a
summer internship for high school girls, Proceedings - Frontiers in
education conference, Vol. 1, pp. T4D6 -T4D11, 2003.
[41] Wigal, C.M., Alp, N., McCullogh, C., Smullen, S., Winters, K., ACES:
introducing girls to and building interest in engineering and computer
science careers, Proceedings - frontiers in education conference, Vol. 2,
pp. F1C/8 - F1C/13, 2002.
[42] Wishart, J.M., Oades, C.E., Morris, M., Using on-line role playing to
teach Internet safety awareness, Computers and Education, Vol. 48, pp.
460-473.
[43] Webster, A., Campbell, C., Jane, B., Enhancing the creative process for
learning in primary technology education, International Journal of
Technology Design Education, vol. 16, pp. 221-235, 2006.
[44] Yakimovicz, A.D., Murphy, K.L., Constructivism on the Internet: a case
study of a graduate class experience, 2007.
[45] Yuen Loke, A.J.T., Chow, F.L.W., International Journal of Nursing
Studies, Vol. 44, pp. 237-224.
[46] Zigic, S., Lemokert,C.J., Development of a computer-based learning
strategy to assist in teaching water quality modelling, Computers and
Education, Vol. 49, pp. 1246-1257.
[47] Revised National Curriculum Statement, Department of Education,
South Africa.
[48] Doubling for growth: Addressing the maths and science challenge in
South African skills, CDE Research 15, Centre for Development and
Enterprise, 2007, www.cde.za/article.php?a_id=24.
[49] Steen, O., Practical knowledge and its importance for software product
quality, Information and Software Technology, Vol. 49, pp. 625-636,
2007.
[50] Eskom expo for young scientists, www.exposcience.co.za, 2008.
[51] Mokgato,M., New technology curricula for South African FET schools
(grades 10-12), World Transactions on Engineering and technology
Education, Vol. 2, No. 3, 2003.
[52] Education Statistics in South Africa 2006, Department of Education,
South Africa, 2008.
[1] About SA - Education, www.info.gov.za/about sa/education.htm.
[2] Abusabha, R., Peacock, J., Achterberg, C., How to make nutrition
education more meaningful through facilitated group discussions,
Dietetic Association, Vol. 99. No. 1, pp. 72-76, 1999.
[3] Anderson-Rowland, M.R., Why aren-t there more women in
engineering: can we really do anything, ASEE Annual conference
proceedings, pp. 7295-7307, 2003.
[4] Beijing Declaration, www.un.org/womenwatch/daw/beijing/platform/
[5] Bozionelos, N., Computer anxiety: relationship with computer
experience and prevalence, Computers in Human Behaviour, Vol. 17,
pp. 213-224, 2001.
[6] Convention on the Elimination of all Forms of Discrimination against
Women (CEDAW) (1979), www.un.org/womenwatch/daw/cedaw
[7] Chacko, I., Studies in educational evaluations, Vol. 33, pp. 338-354,
2007.
[8] Claudette, K., Students- perceptions of effective clinical teaching
revisited, Nurse Education today, Vol. 27, pp. 885-892, 2006.
[9] Del Favero, L., Boscolo, P., Vidotto, G., Vicentini, M., Classroom
discussion and individual problem-solving in the teaching of history: do
different instructional approaches affect interest in different ways?,
2007.
[10] Education statistics in South Africa at a glance in 2005, Department of
education, www.education.gov.za, 2006.
[11] Education Foundation, Edusource data News no. 7, December 1994.
[12] Education Foundation, Edusource data News no. 24, March 1999.
[13] Gilley, J., Begolly, J., Great progress, great divide: The need for
evolution of the recruitment model for women in engineering, ASEE
Annual conference and expose, pp.7003-7013, 2005.
[14] Graham, J.W., Smith, S.A., Gender differences in employment and
earnings in science and engineering in the US, Economics of education
review, pp. 341-354, 2005.
[15] Haataja, M., Leinonenn, E., Tervonen, M.R., Exploring mechanisms to
stimulate increased participation in science, engineering and technology:
international experiences, 2006.
[16] Harskamp, E.G., Suhre, C.J.M., Improving mathematical problem
solving: a computerised approach, Computers in Human Behaviour, Vol.
22, pp. 801-815, 2006.
[17] Howes, E.V., Educative experiences and early childhood science
education: a Deweyan perspective on learning to observe, Teaching and
teacher education, 2007.
[18] Howie, S, Plomp, T., Mathematical literacy of school leaving pupils in
South Africa, International Journal of Educational Development, vol. 22,
pp. 603-615, 2002.
[19] James, T, Smith, R., Roodt, J., Primo, N., Evans, N., Women in the ICT
sector in South Africa, 2006.
[20] Koppel, N.B., Cano, R.M., Heyman, S.B., An attractive engineering
option for girls, Proceedings - Frontiers in education conference, Vol. 2,
pp. F1C/2 - F1C/7, 2002.
[21] Mabila, T.E., Malatje, Addo-Bediako, A., Kazeni, M.M.M., Mathabatha,
S.S., The role of foundation programmes in science education: the
UNIFY programme at the University of Limpopo, South Africa,
International Journal of Educational Development, vol. 26, pp. 295-304,
2006.
[22] Mayer-Smith, J., Pedretti, E., Woodrow, J., Closing of the gender gap in
technology enriched science education: a case study, Computers and
Education, vol. 35, pp. 51-63, 2000.
[23] Meece, J.L., Glienke, B.B., Burg, S., Gender and motivation, Journal of
School Psychology, Vol. 44, pp. 351-373, 2006.
[24] UN Millenium Development Goals, www.un.org/milleniumgoals/goals,
2000
[25] Mody, P.N., Brinard, S.G., Successful international initiatives promoting
gender equity in engineering, Women and ICT proceedings, Baltimore,
MD, 2005.
[26] National curriculum statement Grades R-9 (schools) policy, Natural
Sciences, Department of Education, Republic of South Africa, 2002,
ISBN 1-919917-48-9
[27] National curriculum statement Grades 10-12 (General), Life Sciences,
Department of education, Republic of South Africa, 2003, ISBN 1-
919975-62-4.
[28] National curriculum statements Grades 10-12 (General), Learning
programme guidelines - Computer Applications Technology 2005,
http://wced.wcape.gov.za/ncs-fet/CAT-LPG.pdf
[29] National curriculum statement Grades 10-12 (General), Physical
Sciences, Department of education, Republic of South Africa, 2003,
ISBN 1-919975-61-6
[30] National policy framework for women-s empowerment and gender
equity http://www.info.gov.za/otherdocs/2000/gender.pdf.
[31] Rocone, K., Child-s play: using the Internet to learn about science and
engineering, JOM, vol. 57, no. 10, pp. 12-15, 2005
[32] SADC Declaration on Gender (1999),
www.sardc.net/widsaa/sgm/1999/sgm-genderdec.html.
[33] SAICE Infrastructure report card 2006, 2007, http://www.civils.org.za/
[34] Saito, E., Imansyah, H., Kubk, I., Hendayana, S., A study of partnership
between schools and universities to improve science and mathematics
education in Indonesia, International Journal of Educational
Development, vol. 27, pp. 194-204, 2007.
[35] Saxe, G.B., Guberman, S.R., Studying mathematics learning in
collective activity, Learning and instruction, Vol. 8, No. 6, pp. 489-501,
1998.
[36] Scantlebury, K., Baker, D, Sugi, A., Yoshida, A., Uysal, S., Avoiding
the issue of gender in Japanese science education, International Journal
of Science and mathematics Education, Vol. 5, pp. 415-438, 2007.
[37] Schumacher, P., Morahan-Martin, J., Gender, Internet and computer
attitudes and experiences, Computers in Human Behaviour, Vol. 17, pp.
95-110, 2001.
[38] Shapiro, Y., Jacobs, J., South African graduate statistics 1999: profiles
and recent trends. Labour market analysis, ISBN-0-7969-1923-2, South
Africa, 1999.
[39] Strom, P.S., Strom, R.D., Moore, E.G., Peer and self-evaluation of
teamwork skills, Vol. 22, pp. 539-553, 1999.
[40] Sullivan, J.F., Reaman, D., Louie, B., Girls embrace technology: a
summer internship for high school girls, Proceedings - Frontiers in
education conference, Vol. 1, pp. T4D6 -T4D11, 2003.
[41] Wigal, C.M., Alp, N., McCullogh, C., Smullen, S., Winters, K., ACES:
introducing girls to and building interest in engineering and computer
science careers, Proceedings - frontiers in education conference, Vol. 2,
pp. F1C/8 - F1C/13, 2002.
[42] Wishart, J.M., Oades, C.E., Morris, M., Using on-line role playing to
teach Internet safety awareness, Computers and Education, Vol. 48, pp.
460-473.
[43] Webster, A., Campbell, C., Jane, B., Enhancing the creative process for
learning in primary technology education, International Journal of
Technology Design Education, vol. 16, pp. 221-235, 2006.
[44] Yakimovicz, A.D., Murphy, K.L., Constructivism on the Internet: a case
study of a graduate class experience, 2007.
[45] Yuen Loke, A.J.T., Chow, F.L.W., International Journal of Nursing
Studies, Vol. 44, pp. 237-224.
[46] Zigic, S., Lemokert,C.J., Development of a computer-based learning
strategy to assist in teaching water quality modelling, Computers and
Education, Vol. 49, pp. 1246-1257.
[47] Revised National Curriculum Statement, Department of Education,
South Africa.
[48] Doubling for growth: Addressing the maths and science challenge in
South African skills, CDE Research 15, Centre for Development and
Enterprise, 2007, www.cde.za/article.php?a_id=24.
[49] Steen, O., Practical knowledge and its importance for software product
quality, Information and Software Technology, Vol. 49, pp. 625-636,
2007.
[50] Eskom expo for young scientists, www.exposcience.co.za, 2008.
[51] Mokgato,M., New technology curricula for South African FET schools
(grades 10-12), World Transactions on Engineering and technology
Education, Vol. 2, No. 3, 2003.
[52] Education Statistics in South Africa 2006, Department of Education,
South Africa, 2008.
@article{"International Journal of Business, Human and Social Sciences:59186", author = "Nomusa Dlodlo and Ronald Noel Beyers", title = "The Experiences of South-African High-School Girls in a Fab Lab Environment", abstract = "This paper reports on an effort to address the issue of
inequality in girls- and women-s access to science, engineering and
technology (SET) education and careers through raising awareness on
SET among secondary school girls in South Africa. Girls participated
in hands-on high-tech rapid prototyping environment of a fabrication
laboratory that was aimed at stimulating creativity and innovation as
part of a Fab Kids initiative. The Fab Kids intervention is about
creating a SET pipeline as part of the Young Engineers and Scientists
of Africa Initiative.The methodology was based on a real world
situation and a hands-on approach. In the process, participants
acquired a number of skills including computer-aided design,
research skills, communication skills, teamwork skills, technical
drawing skills, writing skills and problem-solving skills. Exposure to
technology enhanced the girls- confidence in being able to handle
technology-related tasks.", keywords = "Girls, design engineering, gender, science, women.", volume = "3", number = "1", pages = "90-8", }
