Since the inception of Hong Kong in the 1840s, over the past 180 years, local engineers have tirelessly demonstrating their diligence and enthusiasm in contributing their expertise to bring about safe, convenient and comfortable living for our citizens.1 Our engineers have also been rated not only as one of the best in Asia but also being highly recognised world-wide. However, following the transition of high-profile engineering positions to the management positions, and the inclusion of engineering into “science and technology” at an international level, the status and visibility of engineering have declined in the past few decades, leading to an inaccurate development of engineering identity among youngsters2 and difficulties in recruiting youngsters to join the industry. (more…)
Blog post by André Hedlund, Chevening Alumnus, MSc in Psychology of Education from the School of Education at the University of Bristol.
In 2019 I had the privilege of attending an event promoted by the Federal University of Goiás (UFG) with two great references of Brazilian science: Luiz Davidovich, president of the Brazilian Academy of Sciences; and Ricardo Galvão, former president of the National Institute for Space Research and former director of the Brazilian Center for Physical Research. This event made me think about how fundamental the role of science and scientific thinking is for future generations if we want to avoid the things we’re witnessing today. As teachers and educators, should we engage with this debate or should we “stick to our subject” without judging or questioning our students’ assumptions about things related to science? This post challenges the view of sticking to our subject based on the scenario depicted in these two scientists’ talks. (more…)