Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools

Kutnick, Peter; Lee, Betty Pok-Yee; Chan, Rosanna Yuen-Yan; Chan, Cecilia Ka Yuk

doi:10.1016/j.ijer.2020.101610

Cited by 13 publications

(12 citation statements)

References 27 publications

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“…Theoretically, it provides new insight into STEM educational implementation. Different from previous studies that focus only on the roles of teachers' knowledge, skills, self-efficacy, and attitude in STEM educational implementation in primary and secondary schools [4,5,10,13,38], the study suggests that teachers' emotions are also an important factor influencing the outcome of STEM education since they significantly shape teachers' motivation, commitment, and engagement in STEM educational work. From the social constructionist perspective, the study advances our theoretical understanding of how teachers' positive emotions toward STEM educational work may be constructed by their interpretations of the work and sustained by enabling school institutions.…”

Section: Discussioncontrasting

confidence: 82%

“…STEM education is believed to be an important approach to prepare students with essential skills for a competitive workforce in the 21st century [1][2][3] and to meet the increasing need in STEM areas [4,5]. However, successfully implementing STEM education in primary and secondary schools entails different challenges.…”

Section: Discussionmentioning

confidence: 99%

“…The integrated approach of STEM (science, technology, engineering, and mathematics) education can foster students' essential skills such as creativity, problem solving, and collaboration to develop a competitive workforce in the 21st century [1][2][3]. Moreover, STEM education may shape students' aspirations for STEM careers and encourage them to pursue STEM careers to meet the increasing need for trained professionals in STEM areas [4,5]. Education researchers identify that STEM education may also enhance students' motivation, interests, and persistence in learning, leading them to become self-directed learners [6].…”

Section: Introductionmentioning

confidence: 99%

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The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

2021

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STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education.

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Section: Discussioncontrasting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

2021

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“…Let us single out another article (Kutnick et al, 2020). It raises the question of whether the student is inspired by the proposed study programs for engineering creativity.…”

Section: Resultsmentioning

confidence: 99%

Philosophical Problems Of Regional Study Of Higher Education Quality

Knyazev¹

2021

European Proceedings of Social and Behavioural Sciences

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“…Those studies revealed that personal interest, perception, and attitude toward STEM education are critical indicators for examining students' career aspirations and interests in STEM fields. Although Kutnick et al (2020) reported that Hong Kong secondary students' personal factors influenced their decision in engineering-related careers, studies on Asian secondary school students' perceptions of STEM subjects and related careers are still limited.…”

Section: Students' Perceptions Of Stem Subjects and Careersmentioning

confidence: 99%

Examining Students’ Perceptions of STEM Subjects and Career Interests: An Exploratory Study among Secondary Students in Hong Kong

Zhang¹,

Chia²,

Chen³

2022

Journal of Technology Education

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To enhance understanding of factors that may improve students' STEM career participation, we explored Hong Kong secondary students' selfperceptions of STEM subjects and career interests using the STEM Semantic Survey and Career Interest Survey questionnaire. Results showed that most students thought technology was more appealing than science, mathematics, and engineering subjects. Science was the only subject in which male and female students showed similar attitudes. A gender gap was found in these students' career interests in STEM. Students held a neutral to mildly positive stance toward a career related to science, technology, and mathematics but had the least interest in a career related to engineering. Males showed more interest than females in careers related to all four subject areas. Results revealed a need to stimulate students' interest in STEM education and search for ways to make a connection between STEM subjects and future careers through STEM teaching in the classroom. More attention should be paid to encouraging girls to engage in STEM-related activities.

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Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools

Cited by 13 publications

References 27 publications

The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

Philosophical Problems Of Regional Study Of Higher Education Quality

Examining Students’ Perceptions of STEM Subjects and Career Interests: An Exploratory Study among Secondary Students in Hong Kong

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