Students' engineering experience and aspirations within STEM education in Hong Kong secondary schools
Students' engineering experience and aspirations within STEM education in Hong Kong secondary schools
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DOI：
10.1016/j.ijer.2020.101610
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发表时间：
2020-01-01
影响因子：
3.2
通讯作者：
Chan, Cecilia Ka Yuk
中科院分区：
文献类型：
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作者：
Kutnick, Peter;Lee, Betty Pok-Yee;Chan, Cecilia Ka Yuk
这项研究质疑香港(香港)学生的工程学抱负是在他们的中学STEM课程内还是在其他地方得到促进。香港学生在国际科学和数学评估中表现出色，尽管其经济依赖于越来越少的工程师。我们认为STEM教育比喻，最近政府试图改善STEM教育，以及缺乏亚洲STEM文献。访问了24名具有代表性的学生(性别、年龄、中学类型)，以获取学校/家庭/STM(STM学科内的工程)的经验和愿望。专题内容分析发现：E/STM渴望最容易受到(基于途径的)家庭和文化不平等的影响；较年轻的学生被排除在工程学兴趣之外；以及抑制校内活动/教学。在这个高表现的亚洲社会中，工程参与的抑制因素与目前西方的研究结果相似。
This study questions whether Hong Kong (HK) students' engineering aspirations are facilitated within their secondary school STEM curriculum or elsewhere. HK students perform strongly on international science and mathematics assessments, although its economy is reliant on a dwindling number of engineers. We consider STEM education metaphors, recent government attempts to improve STEM education and lack of Asian STEM literature. A representative twenty-four students (sex, age, secondary school type) were interviewed to elicit school/home e/STM (engineering within/STM subjects) experiences and aspirations. Thematic content analyses found: e/STM aspirations most susceptible to (pathway-based) home and cultural inequalities; younger students excluded from engineering interests; and, inhibiting in-school activities/pedagogies. Within this high-performing Asian society, inhibitors to engineering engagement were similar to current Western findings.