Hong Kong students' characteristics of science learning in relation to ROSE

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter aims to contribute insights into the likely reasons for Hong Kong students' good science performance in international comparative studies. The chapter firstly reports on some of the socio-political, educational, and cultural aspects of Hong Kong that may have implications for students' achievement in science as reflected in international studies such as TIMSS and PISA. Regarding the influence of Chinese cultures or traditions, strong support from parents and family for children's education was clearly identified as a very important and favourable factor which may be a driving force for Hong Kong learners' better performance in science education. The large-scale, international ROSE survey was administered to around 2,000 15-year-old students from 28 different secondary schools in Hong Kong to collect data on their affective responses to science learning. The chapter concludes with implications for science educators and suggestions for further studies. Copyright © 2018 selection and editorial matter, May May Hung Cheng, Alister Jones and Cathy Buntting; individual chapters, the contributors.
Original languageEnglish
Title of host publicationStudies in science education in the Asia-Pacific region
EditorsMay Hung May CHENG, Alister JONES, Cathy BUNTTING
Place of PublicationAbingdon, Oxon
ISBN (Electronic)9781315717678
ISBN (Print)9781138858848
Publication statusPublished - 2018


Hong Kong
child education
secondary school


Yeung, Y. Y., & Cheng, M. M. H. (2018). Hong Kong students' characteristics of science learning in relation to ROSE. In M. M. H. Cheng, A. Jones, & C. Buntting (Eds.), Studies in science education in the Asia-Pacific region (pp. 61-74). Abingdon, Oxon: Routledge.