Aspiring to become an engineer in Hong Kong: Effects of engineering education and demographic background on secondary students' expectation to become an engineer

Aspiring to become an engineer in Hong Kong: Effects of engineering education and demographic background on secondary students' expectation to become an engineer

• Kutnick, Peter King's College London
• Chan, Rosanna Yuen Yan The Chinese University of Hong Kong
• Chan, Cecilia Ka Yuk The University of Hong Kong
• Good, David University of Cambridge
• Lee, Betty Pok Yee The University of Hong Kong
• Lai, Veronica Ka Wai The Chinese University of Hong Kong

European Journal of Engineering Education, 43(6), 824-841, 2018

Taylor & Francis Ltd.

2018

• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築
• Q 教育體系與各級學校
  • QD 中學教育

Education Engineering Career Engineering Learning Systems Secondary Schools Theory of Planned Behaviour Engineering Aspiration Students Postindustrial Societies Demographics Engineering Education Modelling Attitudes Effectiveness Engineers Curricula Engin

• Hong Kong

• 1997.7 onwards

• 中學教育

Many post-industrial societies have seen a decline in secondary school students' aspirations to become an engineer. Hong Kong (HK) is a post-industrial region within a larger industrialising society where no current study identifies engineering aspirations of secondary students. A representative sample of HK (3724 students/23 schools) explored engineering attitudes, perceptions, motivation, efficacy and curricular/extracurricular experiences using a purposely defined questionnaire. Contributions of these factors to students' aspirations were differentiated into individual and school contexts using hierarchical linear modelling and structural equation modelling. Descriptive analyses identified boys and younger students in single-sex schools had the most positive attitudes towards engineering but school-based engineering opportunities did not provide significant contributions to students' aspirations. Aspirations were affected by students' engineering efficacy, practical 'hands-on' experience and limited science, technology, engineering and mathematics (STEM) curricular experience. Similarities between HK and many post-industrial societies, and curriculum/pedagogical implications concerning efficacy for secondary school engineering education are identified.
[Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd.. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03043797.2018.1435629]

• 英文

期刊論文

• 03043797

• 10.1080/03043797.2018.1435629

https://bibliography.lib.eduhk.hk/tc/bibs/95df38a9

2018-12-11