Examining students’ perceptions of STEM subjects and career interests: An exploratory study among secondary students in Hong Kong

Examining students’ perceptions of STEM subjects and career interests: An exploratory study among secondary students in Hong Kong

• Zhang, Qiaoping The Education University of Hong Kong
• Chia, Hui Min The Education University of Hong Kong
• Chen, Kexin The Education University of Hong Kong

Journal of Technology Education, 33(2), 4-19, 2022

Virginia Tech Libraries

2022

• N Students & Student Services
  • NJ Career Counselling & Placement

STEM Education Perceptions of STEM Subjects STEM Career Interest Gender Difference Secondary Students

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

To enhance understanding of factors that may improve students’ STEM career participation, we explored Hong Kong secondary students’ self-perceptions 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. Copyright © 2022 Technology Education Program, Virginia Polytechnic Institute and State University.

• English

Journal Articles

• 10451064

• 10.21061/jte.v33i2.a.1

https://bibliography.lib.eduhk.hk/en/bibs/6263ee4d

2022-12-16