The purpose of education is to ensure that young people are equipped with the tools and skills necessary to be able to seize opportunities to lead productive and meaningful lives. Therefore, all young people should be encouraged and equipped to engage critically with "science in the news", and then teachers should take steps to ensure that each student has a methodical and progressive plan of experiments learning through which this could be achieved. This will only be guaranteed if a study of 'science in the news' is included in a school's curriculum. A decision must be made whether the science department will work indecently or with teachers from other relevant academic areas to broaden a better understanding of how to implement science in real life. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay Our students get much of the information about scientific issues that impact our lives from media reports. These reports, whether published in newspapers or on the Internet, often misrepresent some information about the science behind the subject and comment on the social impact of science. Using news or media reports allows students to investigate scientific questions with a view to seeing the nature and source of scientific evidence and evaluating suggestions as well as finding values. Over the course of the lesson series, students could address learning outcomes: extracting scientific evidence from value judgments; to understand news and scientific media reports (Mood, 2002). Discussion of the general results and conclusion in relation to the initial objectives of the investigation. I decided to conduct a questionnaire on the use of newspapers in grades 7 and 10. course. I was impressed by the level of newspaper reading among the students, but I also observed that a large number of students were not regular newspaper readers. There are many reasons why young people do not read newspapers (see annexes 1-4). (Smith?) surveyed 1,000 adolescents aged 12 to 17. It was found that around 30% of them said they pay almost no attention to daily news. Another 32 percent said they only pay occasional attention to one news source per day and the rest pay no attention. Moreover, even the Internet, the preferred means for adolescents to obtain information, does not stimulate their interest in science. However, it has been found that entertaining stories about celebrities interest young people more than concepts about the long history of the Giant's Causeway, Martian sedimentary rocks or how Wyoming rocks could unlock the Earth's warming cycle. Earth. In the lessons I have observed, young readers often struggle to find relevance in stories. the task and the motivation to complete it results. This is often attributed to difficulties in associating the nature of instructional reading tasks with the nature of the scientific text read. I understand that English and science texts are very different. As a science teacher, my goal is to help students understand the language of the text that is relevant to the topic being taught. For example, topics like stones turned out to be very dry and boring for students. This was compounded by the fact that the school had very little equipment to illustrate the concept of the subject. In the conversation aboutnature of reading in science, I have tried to offer some starting points to provide support and guidance to our students. I anticipated that a first step would be to focus on the content and structure of texts used in science, rather than features such as terminology. Recent evidence suggests that students have an advantage in reading stories, namely possession of the story framework, but lack the counterparts of this structure when reading news or science texts . An additional challenge of reading science is that students must encounter a wider range of different types of text. According to the research of (Davies (1984), there are three types of reading responses: receptive, reflective and rejecting. It has been claimed that opportunities to read receptively are rare in science. Teachers will ask themselves whether and where there is a place for the provision of materials that will result in receptive reading. A major goal is to indicate how the reflective reading required for most scientific texts will be enriching. -analysis is to focus attention on one or more elements of information in a text during a single reading session The teacher analyzes the text before including it in a lesson to decide which elements to. information must be the object of attention, for example, the “characteristics” or “properties” of a process; “evidence” of one kind or another The success of the task. depends on the teacher's prior analysis of the text - on my discovery of what is imperative. Teachers are obliged to help students understand and give clear instructions. to students to allow them to work independently to analyze text, practicing focusing on one specific piece of information at a time. I have observed that national newspapers often cover hotly debated scientific issues. These can be a good source of discussion and can be used to classify the scientific terms in the article, discover their represented opinion and - study the practical evidence used. Additionally, the articles used in the lesson can also be adapted as DARTS (Directed Activities Related to Text) because they require students to access texts for a specific purpose and have much in common with good learning techniques. This can be used for note taking when extracting information from texts and for review purposes. I asked students to highlight scientific terms and explain in their own words what they mean. Students were asked to answer specific questions related to the article. A key problem with this type of application is that girls feel less confident, for many reasons, than boys in science, even when their abilities show they don't need much. insurance. They emphasized understanding rather than rote learning, although some ended up resorting to the latter if they felt it was a useful tool for understanding. The girls admitted that the teacher helped make science lessons more enjoyable by helping them and explaining things to them when they were struggling with some part of the work. In almost all cases, it was the theoretical explanation that seemed to pose the most difficulty. Girls were often reluctant, as they were in many other aspects of scientific work, to volunteer in case they gave a wrong answer, mainly in front of boys in their peer group.peers whom they often considered to be intelligent in science. (Smith?) reports that girls often feel overshadowed by boys in classes where boys have a natural talent for science subjects. boys who tend to have a better nose for subjects. It makes you feel uncomfortable or foolish about asking something or saying you don't understand. "The issue of boys' influence in the classroom has also been studied. 'Smart boys make us feel thoughtless.'" (Smith?) also reported that gifted boys made girls feel thoughtless. safe in class when learning difficult concepts Additionally, girls' lack of confidence in their abilities quickly became demotivating whenever there was a hint of disorder in the classroom, almost always caused by boys. learning Parkinson's research (2004) disrupted that the teacher wants students to seek to condense the science topic to be learned into more than one subject, the teacher had to be enthusiastic and passionate for students to see it during. the course This passion and interest exists on many levels, including enthusiasm for a subject and the desire to try something new Interest is contagious and once students see the success and satisfaction that. come from teaching and learning in this way, they will begin to think about this approach themselves. Science is often seen as difficult, boring, and irrelevant (Sang, 2002). Teaching it alongside other subjects, such as English, would help students improve their reading and reading skills.2.4 An analysis of the survey results against the original objectives, including the impact on student learning and progress. Students' ideas about science in general often reflect a mix of social, cultural, and academic knowledge. At school, an “experiment” refers to any practical activity, however complex it may be and even if the result is known in advance. Topics that receive media attention, such as children's health and climate change, are perceived as scientific by students. Teachers encourage the development of children's thinking in the following ways: science often involves thinking about theories that can be tested by experiments that will produce evidence; a good hypothesis can be proven true or false by an experiment; and evidence obtained by an experiment must be understood and discussed in class. During my investigation of the Giant Causeway newspaper article, girls often requested individual help rather than boys. This showed me that sometimes even the teachers responded by being a little too rigid and not demanding enough of the girls. In my case, girls regularly asked for personal attention in class. From what I understand, they thought the class was too large, which meant they were getting personal attention during class. I've noticed that boys aren't afraid to admit they don't understand the question. This clearly shows that girls are often reluctant to reveal their difficulties. From my results using science in news comment forms, I found that girls found newspaper articles very useful. 23 out of 33 students said they found the newspaper articles educational and interesting. Most (22 out of 33) students agreed that news articles can be used to support learning at school. Additionally, 23 out of 33 people agreed that science in the news constitutes.