INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION

In the modern society of science and technology, scientific literacy is viewed as one of the key educational competencies. However, research shows that young people's interest in natural sciences is very low, that the average achievement of our 15-year-olds in the field of natural sciences is significantly lower compared to the OECD average, but also that significantly higher results in the field of natural sciences are achieved by our fourth-grade pupils who were included in the preschool education program. The paper presents the results of the research aimed at examining preschool teachers' attitudes towards natural sciences and the development of scientific competencies in preschool children. The research goal defined in this way was operationalized in the following research tasks: 1) examine how preschool teachers assess their interest in natural sciences and their knowledge in the field of natural sciences 2) examine how preschool teachers assess children's interest in the phenomena from the field of natural sciences, 3) examine what they perceive as the greatest contribution from situations during which they explore together with children the phenomena that are the subject of natural sciences. A descriptive method was used, with surveying and scaling as research techniques. The research results showed that preschool teachers have a positive attitude towards natural sciences, that they highly value children's interest in natural sciences, that they view as the greatest contribution of situations during which children explore the phenomena studied in natural sciences in that they enable children to enjoy themselves and be happy, while the smallest contribution of these situations is perceived in developing children's interest in science. Such research results show that preschool teachers have a positive attitude towards the development of scientific competences, but that they need stronger support in understanding the essential importance of the development of scientific competences in working with children.

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions on interest in science education. As interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science interest and the process of interest development are presented. Based on an overview of typical methods for assessing interests, exemplary findings on students’ interest in science are presented, which play an important role in the current scientific debate. Finally, challenges for future research on interest in science education are discussed.

This study investigated the factors that contribute to the non-science students’ lack of interest in school science through the use of a 27-item questionnaire. This assisted in comparing the male and female non-science students’ lack of interest in school science. There were 259 male and female students from three senior high schools in three District Assemblies of the Ashanti Region of Ghana who participated in the study. Quantitative data were collected from the 259 students through a cross-sectional survey. The research questions were answered with mean, standard deviation, percentage, boxplot, and independent-samples t-test. The results of the study have shown that the factors that contribute to students’ lack of interest in school science include as higher demands of students’ time in learning science, less practical nature of science teaching and learning, failure of science students with larger aggregate from high school to gain admission into tertiary institutions, too broad nature of science content, lack of sponsorship for science students, school science as difficult subject compared to others, and teaching of science is a transmission of knowledge from science teachers or textbooks to students. The results of the study have further shown that there was a statistical significant difference between the mean scores of male and female non-science students’ lack of interest in school science. Science teachers are therefore encouraged to adopt strategies that could encourage students to develop and show interest in science related subjects and courses. Key words: factors; lack of interest; male and female; non-science students; school science.

Summary. The components of interest in natural sciences and technology were studied in 100 students in the science and technology divisions of a Swedish secondary school. Also reported were perceived ability, success and invested effort in eight selected school subjects as well as vocational preferences and the reasons for these. Interests were found to be well accounted for by two factors—logical orientation and practical value. Interests and grades were strongly correlated but the correlation between interests and effort was more moderate. Structural analysis of the relationships between interest and achievement‐related variables suggested that effort was mainly directed towards school subjects which students rated as important and in which they perceived a high degree of ability. Furthermore, effort led to success and success to interest. There was, however, little tendency for interest to lead to increased effort. Dispersion of interests correlated with a preference for natural science and technology as compared to the social sciences and the humanities. Interest in school subjects correlated at a moderate level with some of the vocational preferences; these were, however, little related to judged future job market prospects in vocations.

The aim of this pedagogical practice is to develop pupils’ interest in natural sciences through participation in practical, creative, and socially significant activities. The project demonstrates how scientific knowledge in biology, chemistry and technology can be applied in the development of a real cosmetic product with high added value and safety. Delicate baby skin requires special care and products that minimize the risk of irritation and allergies. With increasing awareness of the harms of synthetic ingredients, interest in natural and edible formulas in baby cosmetics is growing. The study presents the formulation of an innovative cosmetic washing product – baby shampoo, created entirely from safe edible ingredients. Natural surfactants (soap nuts and Sucrose cocoate) glycerin, prebiotic thickeners and food preservatives (potassium sorbate and sodium benzoate) were used. Each component was selected for its natural origin, low allergenicity and proven benefits for sensitive skin. The final product demonstrates good washing properties and a suitable viscosity texture, while eliminating the risk associated with potentially harmful chemicals and synthetic ingredients.

This study is about Abu Dhabi high school students' interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture the links between the various constructs. The model hypothesize that students' future job expectations have several significant determinants or constructs related to their interest in science, out-of-school experiences, attitude toward science, opinion about science class, and opinion about environmental challenges. Exploratory factor analysis of each of the original ROSE dimensions provided the factors and constructs for the SEM. Summated scores of factors are used for the SEM analysis. Constructs with the highest total effect are "my science class," "my attitude toward science," and "my interest in science." Both "my out-of-school experiences" and "my opinion of environmental challenges" have low direct effects. In this study, descriptive statistics of items are presented, and the implications for curriculum development, teacher professional development programs, and other education strategies in Abu Dhabi are discussed. The study resulted in a comprehensive framework and model of factors and determinants that demonstrate an overall relationship to better understand what might trigger students to think about their expected future careers. Results show that just making science lessons interesting or informing students about social significance of science, technology, engineering, and mathematics (STEM) is not enough to sway young people toward STEM careers. The current study goes one step further in an attempt to link the various dimensions in a unified SEM to better understand the effects of the various elements on each other.

There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants were 121 preservice primary teachers and 31 preservice secondary science teachers. Quantitative data were gathered using a survey, and qualitative data were gathered by interviews with 13 participants. It was found that both primary and secondary preservice teachers had moderately positive self-efficacy. This was a welcome finding, because it suggests that if these levels of self-efficacy are maintained, then once they become practicing teachers they will have the necessary disposition to make vigorous efforts to enhance their future students’ interest in science.

Institute of Cancer Research (ICR) mice have been widely used in various research fields including toxicology, oncology, pharmacology, and pharmaceutical product safety testing for decades. However, annual tendency of research papers involving ICR mice in various biomedical fields has not been previously analyzed. In this study, we examined the numbers of papers that used ICR mice as experimental animals in the social science, natural science, engineering, medicine-pharmacy, marine agriculture-fishery, and art-kinesiology fields by analyzing big data. Numbers of ICR mouse-used papers gradually increased from 1961 to 2014, but small decreases were observed in 2015 and 2016. The largest number of ICR-used papers were published in the medicine-pharmacy field, followed by natural science and art-kinesiology fields. There were no ICR mouse-used papers in other fields. Furthermore, ICR mice have been widely employed in cell biology studies within the natural science field as well as in biochemistry and pathology in the medicine-pharmacy field. Few ICR mouse-used papers were published in exercise biochemistry and exercise nutrition in the art-kinesiology field. Regardless in most fields, the total numbers of published papers involving ICR mice were higher in 2014 than in other years, although the numbers in some fields including dentistry, veterinary science, and dermatology were high in 2016. Taken together, the present study shows that various ICR stocks, including Korl:ICR mice, are widely employed as experimental animals in various biomedical research fields.

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

Increasing Student Interest With Inquiry Approach Lesson In Natural Sciences (IPA) Primary School. Students' interest in learning Natural Sciences (IPA) which is characterized by relatively low less attention and less active students during learning in the classroom. This study is intended as an effort to increase student interest in learning the science subjects. The study was conducted by the method of Classroom Action Research (CAR) conducted an inquiry approach to fourth grade students in public elementary school Tanjung Sari No.18 Nanga Pinoh using instruments such as observation sheets. The data were tested for normality distribution of the observation of the data with the Kolmogorov-Smirnov and Shapiro-Wilk and t-test for the significance of differences in the data each cycle. The results of the research that has been conducted in two cycles of learning for 22 students in action cycle I gained interest in learning with the percentage of 57.47%. Through the inquiry approach to learning that is done has improved the students' interest in learning science subjects with the results of the data obtained in the second cycle as much as 100% of students have been interested in the science lessons, characterized by high enthusiasm to learn and actively take part in the experiment are taught. Thus through the inquiry approach has been able to increase student interest, especially in natural science subjects and can improve the process. Keywords: Interest in learning, inquiry approach, Lesson in natural sciences.

This study aims to find out whether there is an influence of the Problem Based Learning-Computational Thinking (PBL-CT) model on analytical thinking skills in terms of students' interest in Natural Sciences subjects. This research was conducted at the Kalam Kudus Christian Middle School in Malang in the 2022/2023 academic year. The design used in this study was a non-equivalent group design quasi-experiment. Retrieval of data using ten essay questions which are made according to indicators of analytical thinking ability and students' interest in science is measured by using a questionnaire. Data analysis was carried out by the Two Way Anova parametric test. Based on the results of the analysis carried out, the results were obtained: (1) there were differences in analytical thinking skills between students who were taught using the Problem Based Learning and Problem Based Learning - Computational Thinking (PBL-CT) learning models with a significance <0.05. (2) there is no difference in the ability to think analytically between students who have a high, medium, and low interest in learning science as shown by a significance value of 0.748 > 0.05. (3) there is an interaction between Problem Based Learning - Computational Thinking (PBL-CT) on students' analytical thinking skills in terms of students' interest in natural science subjects with a significance value of <0.05

The Muse of Fire project hypothesizes student interest in science education will improve by highlighting topics with which students have personal interactions. The fiery sting of the red imported fire ant, Solenopsis invicta, is such a topic for many students in the United States and internationally. Five teams of faculty, high school teachers and undergraduate students developed high school lesson plans investigating aspects of S. invicta biology and venom alkaloids. Ecological relationships; symbiosis with the insect bacterium, Wolbachia; human health impact; toxicological; and microarray analysis of genetic responses to, S. invicta venom alkaloids were targeted. Field activities and advanced science and biomedical topics (eg., PCR, gel electrophoresis, microarray analysis, statistical treatment of data) are introduced in the high schools and supported by university faculty. Each lesson is specifically linked to published curriculum standards. Lessons are currently being piloted in five public school sites in both urban and rural school districts. Evaluation of student outcomes will continue through 2010. The Muse of Fire models inter‐institutional, multi‐disciplinary collaboration in which a topic of regional fascination is utilized to enhancement of inquiry‐based high school science education. (Supported by Howard Hughes Medical Institute)

Technical progress has often led us to ethical considerations, including the situations when technical development can go too far. Literature has long taken the deepest interest in natural sciences, at some points with reference to recent or future inventions, sometimes by far extending the technical possibilities of their time. One of the most popular technical mind plays has been the creation of the artificial human, the so called homunculus - both in science and literature. This work looks at Mary Shelley's Frankenstein and Michail Bulgakov's Heart of a Dog in terms of how each of them, respectively, reflects ethical concerns connected to the process of making a man, questioning motivation and responsibility of the scientist, and consequences for both a creator and a creature. Two literary examples are both mystical and alchemical elements, as well as the inclusion of actual natural science practices. Clear ethical concerns are expressed in both examples, and at different levels. Scientist are individuals who are eager to make scientific progress, transcend their competences and therefore, have to reckon dramatic interventions in the life. The main failure is a lack of responsibility for the creature they create.

The use of transdisciplinary approach to promote learners’ interest in the acquisition of natural science at school provides new opportunities for a complex explanation of the phenomenon and improving the quality of the process of learning. The aim of the study is to explore the learners’ cognitive interest, personal participation and the approaches chosen by teachers from the perspective of transdisciplinary approach. The study characterises students’ subjective evaluations of their personal participation and cognitive interest in the subjects of biology, chemistry, physics and mathematics, and the approaches used by teachers. The participants were 9 th grade students from 17 Latvian schools (536 respondents) with the average age of 15.3 (SD=0.63). The results of the study showed that students’ evaluations concerning their personal participation in the process of learning were contradictory. They devote little of their free time to the acquisition of science subjects. As to teachers’ activity, a variety of teaching approaches are used. According to students’ subjective evaluations, the constructivist learning approach corresponds to the trends of sustainable education, whereas the overall context in which the development of learners’ cognitive interest in the acquisition of natural science subjects takes place at school highlights issues concerning the sustainable development of the system and the prospects of using the transdisciplinary approach.