The purpose of education is to ensure that young people are equipped with the tools and skills needed 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", so teachers must take steps to ensure, for each student, a methodical and progressive plan of learning experiences through which this can be achieved. This will only be ensured if the study of “current science” is included in the school's work programmes. A decision needs to be made whether the science department will work across the board or with teachers from other relevant curriculum 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 Shouldn't Be Banned"? Get an Original Essay Our students receive much of their information about the scientific issues that impact our lives from media reports. These reports, whether in newspapers or on the Internet, often misrepresent some information about the science behind the problem and comment on the social impact of the science. The use of news or media reports allows students to study scientific questions with the goal of seeing the nature and source of scientific evidence and evaluating suggestions along with seeking value. Throughout the series of lessons, students were able to address learning outcomes: disentangling scientific evidence from value judgments; to understand news and media reports on science, (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 my 7th and 10th grades. 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 appendix 1-4). (Smith?) interviewed 1000 adolescents aged 12 to 17. It found that around 30% said they pay almost no attention to everyday news. Another 32% said they only occasionally paid attention to one news source per day, while the remainder paid no attention at all. Furthermore, even the Internet, the medium chosen by adolescents for information, does not stimulate interest in science. However, funny stories about celebrities have been found to 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. In the lessons I observed that young readers often struggle to find the relevance of the task and from this comes the motivation to complete it. This is often attributed to the difficulty of associating the nature of educational 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 language in text that is relevant to the topic being taught. For example, topics such as rocks proved to be very dry and boring for pupils. Added to this was the fact that the school had very little equipment to illustrate the concept of the topic. In the conversation about the nature of reading in science, I have tried to propose some starting points to provide support and guidance to our students. I envisaged that the first step is to focus on the content and structure of the textsused in the scientific field, rather than on aspects such as terminology. Recent evidence suggests that pupils have an advantage in reading fiction, namely the possession of story structure, but lack the counterparts of this structure when they come to reading news or scientific texts. A further challenge of scientific reading is that pupils have to deal with a wider range of topics and different types of text. According to the research of (Davies (,1984) there are three types of reading response: receptive, reflective and rejective. It has been argued that opportunities to read receptively are rare in science. Teachers themselves will contemplate whether or where there is is a place for the provision of material that will give rise to receptive reading. One of the main objectives is to indicate the ways in which the reflective reading required for most scientific texts will be rewarding focus attention on one or more constituent 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 information elements should be the focus of attention, e.g example, "characteristics" or "properties" of a phenomenon; "evidence" of one kind or another depends on the teacher's previous analysis of the text - on my discovery of what it is imperative in this regard. Teachers are obliged to help students understand and give clear instructions. to students to allow them to work independently to analyze text, gain practice in focusing on one specific piece of information at a time. I have observed that national newspapers often cover hotly debated issues in science. These can be a good source of discussion and can be used to classify the scientific terms in the article, find out the opinion represented and - investigate the practical evidence used. Furthermore, the articles used in the lesson can also be adapted as DARTS (Direct Text-Related Activities) as they require pupils to go to texts with 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 revision purposes. I asked the students to highlight the scientific terms and explain in their own words what they mean. Students were asked to answer specific questions related to the article. A fundamental problem with this type of application is that girls feel less confident, for many reasons, than boys in science, even when their abilities showed that they did not need much assurance. They placed significant emphasis on understanding rather than rote learning, although some ended up doing the latter if they found it was a useful tool for understanding. The girls admitted that the teacher helped make science lessons more enjoyable by being helpful and explaining things when they were struggling with a section of the work. In almost all cases it was the theoretical explanation that caused the greatest difficulty. Girls were often not enthusiastic, as they were in many other aspects of scientific work, to volunteer if they gave the wrong answer, especially in front of boys in their peer group who they often observed as smart at science. (Smith? ) reports that girls often feel overshadowed by boys in classes where boys have a natural talent for science subjects. kids who tend to have a better knack for the subjects. This makes you feel uncomfortableor foolish to ask something or say you don't understand. The question of the effect of children in the classroom was also examined. Smart kids make us feel inconsiderate. ' (Smith?) also reported that gifted boys made girls feel unsafe in class when learning challenging concepts. Furthermore, the girls' lack of confidence in their abilities quickly became demotivating whenever there was a hint of disorder in the classroom, which was almost always caused by the boys. Furthermore, there are issues that student teachers face when discussing interdisciplinary teaching and learning. Parkinson's research (2004) is disturbed, if the teacher wants the pupils to try to condense the scientific topic to be learned into more than one subject, the teacher had to be enthusiastic and passionate for the pupils to see this during the lesson. This passion and interest exists on many levels, including enthusiasm for a topic and a desire to try something new. Interest is contagious, and once students see the success and satisfaction that comes from teaching and learning in this way, they will begin to consider the approach themselves. Science is often considered difficult, boring, and irrelevant (Sang, 2002). Teaching it alongside other subjects, such as English, would help pupils to improve their literacy skills.2.4 An analysis of the survey results against the original objectives, including the impact on pupils' learning and progress. Students' ideas about science in general often reflect a mixture of social, cultural and academic knowledge. At school, an 'experiment' refers to any practical activity, however complex and 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 pupils. Teachers encourage the development of children's thinking along the following paths: 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 from an experiment must be understood and discussed in class. During my investigation of the Giant Causeway newspaper article, girls were more likely to ask for individual help than boys. This showed me that sometimes teachers also responded by being a little too strict and not demanding enough of the girls. In my case the girls regularly asked for personal attention in class. From what I understood, they believed that the class was too large, which meant that they received personal attention during the lessons. I've noticed that kids aren't afraid to admit that they don't understand the question. Clearly, this shows that girls are often reluctant to reveal their difficulties. According to my results using science in news feedback forms, I found that the girls found the newspaper articles very useful. 23 out of 33 pupils reported that they found the newspaper articles educational and interesting. Most students (22 out of 33) agreed that news articles can be used to support learning in school. Additionally, 23 out of 33 respondents agreed that science in the news is an excellent context for developing literacy. 17 out of 33 suggested improving the question structure from easier to more difficult questions. The kids clarified how to improve science lessons by using some more diverse and interesting topics in the news. (Appendix 8/9) I found that the girls had a.