Impact of Different Popular Science Models and Other Factors on Satisfaction of Community Health Popular Science Activities in Shanghai Community Residents

Objective To explore and analyze the impact of different popular science models, include traditional and innovative models, and other factors on satisfaction of community health popular science activities in Shanghai community residents. Method Four communities were selected in Minhang District, Shanghai, and divided into four groups with simple random sampling method: foreign volunteer medical science talk show group (A), Chinese volunteer medical science talk show group (B), traditional lecture group (C), and control group (D). Using the rules of convenience sampling, 150 residents were randomly selected from each community to participate in 6-month popular science activities, and completed three questionnaires during the 6-month popular science intervention. Data including the sociodemographic data and the satisfaction on community health popular science activities was collected and analyzed. Results Compared with those in baseline, the satisfactions of community health popular science activities in three popular science models have all significantly improved with 3 and 6 months popular science intervention (A: χ2 = 47.1, p < 0.001; B: χ2 = 62.0, p < 0.001; C: χ2 = 31.7, p < 0.001) except for in control group (D: χ2 = 0.3, p = 0.9). The factors including gender, education, marital status, popular science model and popular science intervention time all have significant impact on satisfaction. Among these factors, married (Exp (B) = 2.715, 95% CI (1.163-6.336), p = 0.021)), popular science models (foreign volunteer medical science talk show model: Exp (B) = 8.796, 95% CI (5.907-13.100), p < 0.001; Chinese volunteer medical science talk show model: Exp (B) = 5.106, 95% CI (3.564-7.314), p < 0.001 and traditional lecture model: Exp (B) = 13.033, 95% CI (8.374-20.283), p < 0.001), popular science intervention time (3-month: Exp (B) = 3.988, 95% CI (2.827-5.626), p < 0.001; 6-month: Exp (B) = 4.132, 95% CI (2.924-5.840), p < 0.001) have positive impact on satisfaction. While female (Exp (B) = 0.598, 95% CI (0.440-0.813), p = 0.001), and junior college (Exp (B) = 0.295, 95% CI (0.168-0.519), p < 0.001) have negative impact. Conclusion Both the innovative and traditional popular science models have positive effect on the satisfaction on Chinese community health popular science activities in Shanghai community residents. In the future, special consideration should be given to the impact of different popular science models and other factors on the popular science effects including the satisfaction, and more tailor-design health popular science activities will be suitable for community residents.

The Effects of Science Intervention Material in the Academic Performance of Junior High School Students

The researcher being a science teacher identified problems encountered by the students namely; low mean proficiency scores in science grade 10 during the first quarter examination, lack of interest during discussion and frequent absenteeism among students. The Division mean proficiency score target is 68 but the grade 10 students only obtained a score of 60 which is behind the target of the department. Science intervention material was conceptualized and created by the researcher based on the least mastered competencies. This material was utilized as intervention to address the problem of poor academic performance. The 15 respondents who received the science intervention material obtained M=27.9, SD=3.13 compared to the 15 respondents in the control group who obtained M=14.37, SD=9 demonstrated significantly better scores, t = - 21.29, p = <.00001. Intervention material based on least mastered compe-tencies is an effective method of improving the academic performance of students.

PSYCHOLOGICAL INTERVENTIONS IN NATIONAL DEFENSE

<p>Psychology is a science that continues to evolve, as well as national defense. Both of these are multidimensional sciences, so there needs to be a discussion about the relationship between roles in academia. This study contains a study of psychological science intervention in national defense and discusses psychology in general in the defense aspect. In the national defense system, psychology plays a strong role. Especially, current threats are not only coming from the military aspect but also the non-military aspect. Psychological intervention is needed in order to strengthen the defense system of Indonesia in facing those threats. Psychological interventions can be used in various aspects of defense. This study is written to see the importance of psychological intervention in national defense, as well as discussing psychology in general in the aspect of defense by using literature studies as a research method. The results of this paper suggest the importance of psychology in national defense, so it is necessary to further study this matter in the development of national defense both in terms of its application and science.</p>

A space to study: expectations and aspirations toward science among a low-participation cohort

Widening participation in science is a long-held ambition of governments in the U.K. and elsewhere; however numbers of STEM entrants to university from low-socioeconomic status groups remain persistently low. The authors are conducting a long-term school-based space science intervention with a group of pupils from a very-low-participation area, and studied the science attitudes of the participants at the beginning of the programme. Key findings were that young people from the very-low-SES study cohort were just as interested in science study and science jobs as their peers nationally, and had a pre-existing interest in space science. Some participants, particularly boys, demonstrated a ‘concealed science identity’, in that they perceived themselves as a ‘science person’ but thought that other people did not. Boys tended to score higher on generalised ‘science identity’ measures, but the gender difference disappeared on more ‘realist’ measures. In addition, although participants agreed that it was useful to study science, they had little concrete idea as to why. These findings shed light on how science communicators can best address low-SES groups of young people with the aim of increasing their participation in science education and careers. We conclude that interventions with this group that focus on ‘aspiration raising’ are unlikely to be successful, and instead suggest that activities focus on how young people can see science as a realistic path for their future. It would be helpful for in-school programmes to allow young people an outlet to express their science identity, and to give information about the kinds of jobs that studying science may lead to. Further research into whether the gender split on idealist/realist measures of science identity persists over time would be of use.