Shashi Kumar, Dimitri Nertivich


700 students from India and 700 from Russia in three age groups 12, 16 and 21 years were given a questionnaire assessing their science in society awareness. In both groups anxiety, anger, unhappiness were high, but hopelessness and indifference were rejected. Readiness to engage in pro-science behavior was also vary strong. Indian students had stronger feelings and were more ready to engage in pro-science behavior than Russian. Nevertheless, the age causes decrease of the level of their science in society awareness. Females of both groups had higher levels of science awareness than males. This difference was more pronounced from age 16. Differences between both national groups were explained in terms of different cultural and social contexts.


Article visualizations:

Hit counter



sciences in society awareness, emotional aspect, Indian and Russian students

Full Text:



Ambrosius, J. D. (2014). What does it mean to be ‘pro-science’? (and why it matters for space exploration). The BioLogos Forum: Science & Faith in Dialogue. Retrieved from science% E2%80%9D-and-why-it-matters-for-space-exploration.

Arun, Z. (2017). Formation des enseignants et recherche en didactique des sciences. European Journal of Education Studies, 3(9), 206-216.

Arun, Z. (2018). Questions sur la formation initiale des enseignants en didactique des sciences: une vision alternative. European Journal of Alternative Education Studies, 3(1), 44-53.

Bedford, E. (1986) Emotions and statements about them. In I. Rom (Ed.), The social construction of the emotions (pp. 15-31). Oxford: Blackwell Editions.

Blum, A. (1987). Student's knowledge and beliefs concerning science issues in four countries. Journal of Science Education, 18(1), 7-13

Boilevin, J.-M., & Ravanis, K. (2007). L’éducation scientifique et technologique à l’école obligatoire face à la désaffection: recherches en didactique, dispositifs et références. Skholê, HS(1), 5-11.

Borden, R., & Schettino, P. (1979). Determinants of sciencely responsible behaviour. Journal of Science Education, 4, 35-39.

Brígido, M., Couso, D., Gutiérrez, C., & Mellado, V. (2013). The emotions about teaching and learning science: a study of prospective primary teachers in three Spanish universities. Journal of Baltic Science Education, 12(3), 290-311.

Buechler, S., & Carrol, I. (1980). Anxiety in childhood and adolescence. In K. Irwin et al., (Eds), Handbook en stress and anxiety (pp. 285-297). San Francisco: Editions Jossy- Bass.

Carbonero, M. A., Martín-Antón, L. J., Monsalvo, E., & Valdivieso, J. A. (2015). School performance and personal attitudes and social responsibility in preadolescent students. Annales of Psychology, 31, 990-999.

Castro, D. (2013). Light mental representations of 11-12 year old students. Journal of Social Science Research, 2(1), 35-39.

Castro, D. (2018). Schèmes et trajectoires pour la formation des enseignants des sciences. European Journal of Education Studies, 4(3), 260-269.

Coelho, L. P. (2017). When you say you are pro-science, what do you mean you are in favor of? Retrieved from you-say-you-are-pro-science-what-do-you-mean-you-are-in-favor-of/.

Cvetković, V., & Stanišić, J. (2015). Relationship between demographic and environmental factors with knowledge of secondary school students on natural disasters. Journal of the Geographical Institute "Jovan Cvijic", 65(3), 323-343.

Cvetković, V. M., Ristanović, E., & Gačić, J. (2018). Citizens attitudes about the emergency situations caused by epidemics in Serbia. Iran Journal of Public Health, 47(8), 1213-1214.

Davila-Acedo, M.A., Borrachero-Cortes, A.B., Canada-Canada, F., Martinez-Borreguero, M.G., & Sanchez-Martin, J. (2015). Evolution of the emotions experienced by prospective Primary teachers, focused on Didactics of Matter and Energy. Eureka Journal of Science Education and Divulgation, 12(3), 550-564.

Dedes, C., & Ravanis, K. (2009). Teaching image formation by extended light sources: The use of a model derived from the history of science. Research in Science Education, 39(1), 57-73.

Douglas, M., & Wildavsky, A. (1982). Risk and culture: an essay on selection of technological and science dangers. Berkeley,

Fragkiadaki, G., & Ravanis, K. (2015). Preschool children’s mental representations of clouds. Journal of Baltic Science Education, 14(2), 267-274.

Gabel, D. L., Kagan, M. H. & Shierwood, R. D. (1980). A summary of research in science education. Science Education, 64, 512-515.

Galo, J. P. E. (2016). Pedagogía crítica como medio para desarrollar la autonomía moral. Revista Latinoamericana de Derechos Humanos, 27, 57-73.

Grigorovitch, A. (2014). Children’s misconceptions and conceptual change in Physics Education: the concept of light. Journal of Advances in Natural Sciences, 1(1), 34-39.

Hassard, J., & Dias, M. (2009). The art of teaching science. Inquiry and innovation in Middle School and High School. New York: Routledge.

Kala, L., & Ramadas, J. (2001). History and Philosophy of Science, Cognitive Science and Science Education: Issues at the Interface. Indian Educational Review, 37(2), 3- 21.

Kampeza, M., & Ravanis, K. (2009). Transforming the representations of preschool-age children regarding geophysical entities and physical geography. Review of Science, Mathematics and ICT Education, 3(1), 141-158.

Kansanen, P. (2009). Subject-matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge? Pedagogy, Culture & Society, 17(1), 29-39.

Khokonov, M. K. (2004). Physics Education in Russian Federation. Physics Education in University. 10(3), 179-183.

Kinelev, V. G. (Ed.) (1995). Higher Education in Russia: historical sketch before 1917. Moscow: NIIVO.

Kumar, R., & Singh, S. (2017). The state of Science Education in post-independent India: a synoptic review and future direction. IOSR Journal of Humanities and Social Science, 22(3), 55-58.

Lewis, M. (1989). Cultural differences in children's knowledge of emotional scripts. In C. Saarni & P. Harris (Eds), Children's understanding of emotion (pp. 350-373). Cambridge: Cambridge University Press.

Lowe, P., Phillipson, J., & Lee, R. (2008). Socio-technical innovation for sustainable food chains: roles for social science. Trends in Food Science and Technology, 19(5), 226- 233.

Lyans, N. (1983). Two perspectives: on self, relationships and morality. Harvard Educational Review, 53(2), 125-145.

Mabejane, ‘M. R., & Ravanis, K. (2018). Linking teacher coursework training, pedagogies, methodologies and practice in schools for the undergraduate science education student teachers at the National University of Lesotho. European Journal of Alternative Education Studies, 3(2), 67-87.

Nertivich, D. (2016). Représentations des élevés de 11-12 ans pour la formation des ombres et changement conceptuel. International Journal of Progressive Sciences and Technologies, 3(2), 103-107.

Perkes, A. (1973). A survey of science knowledge and attitudes of tenth and twelfth grade students from five Great Lakes and six Far Western States, PhD Dissertation. Ohaio: The Ohio State University.

Petersen, M. R., & Dohn, N. B. (2017). Interest and emotions in science education. In A. Bellocchi, C. Quigley & K. Otrel-Cass (Eds), Exploring emotions aesthetics and wellbeing in science education research (pp. 187-202). Schweiz: Springer.

Petri, H. et al. (1986). Adolescents feeling threatened. Psychosocial, 29, 60-71.

Phillipson, J., & Lowe, P. (2008). Towards sustainable food chains: Harnessing the social and natural sciences. Trends in Food Science and Technology, 19(5), 224-225.

Raundalen, M., & Finney, D. (1986). Children's and teenagers' views of the Future, International Journal of Mental Health, 15, 112-120.

Ravanis, K. (2013). Mental representations and obstacles in 10-11 year old children’s thought concerning the melting and coagulation of solid substances in everyday life. Preschool and Primary Education, 1(1), 130-137.

Ravanis, K. (2017). Early Childhood Science Education: state of the art and perspectives. Journal of Baltic Science Education, 16(3), 284-288.

Ravanis, K., & Boilevin, J.-M. (2009). A comparative approach to the representation of light for five-, eight- and ten-year-old children: didactical perspectives. Journal of Baltic Science Education, 8(3), 182-190.

Ravanis, K. Zacharos, K. & Vellopoulou, A. (2010). The formation of shadows: the case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1-6.

Rodriguez, J., & Castro, D. (2014). Children's ideas of changes in the state of matter: solid and liquid salt. Journal of Advances in Humanities, 1(1), 1-6.

Rodriguez, J., & Castro, D. (2016). Changing 8-9 year-old pupil’s mental representations of light: a metaphor based teaching approach. Asian Education Studies, 1(1), 40-46.

Sarangapani, P. M. (2014). Three challenges facing Indian school Science Education. In A. Joy (Ed.), Science Education: Few Takers for Innovation (pp. 32-35). Mumbai: IKF (IRIS Knowledge Foundation).

Shabaeva, M. F. (1973) (Ed.), Historical sketch of schools and pedagogical thoughts of the USSR peoples: 18th century to the first half of the 20th century. Moscow: Pedagogic.

Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Educational Review, 57(1), 1-22.

Sotirova, E.-M. (2017). L’apprentissage en sciences expérimentales : la recherche et l’enseignement. European Journal of Education Studies, 3(12), 188-198.

Sumatokhin, S. V., & Kalinova, G. S. (2016). Biology studies in Russian schools. Journal of Subject Didactics, 1(2), 127-132.

Thearle, L., & Weinreich-Haste, H. (1986). Ways of dealing with nuclear threat: coping and defence amongst British adolescents. International Journal of Mental Health, 13, 126-142.

Toomey, A., & Domroese, M. (2013). Can citizen science lead to positive conservation attitudes and behaviors? Human Ecology Review 20, 50-62.

Vellopoulou, A., & Ravanis, K. (2012). From the formal curriculum to the lesson planning: the didactic transposition kindergarten teachers’ carry out as they plan to teach dissolution. Skholê, 17, 71-76.

Voutsinos, C. (2013). Teaching Optics: light sources and shadows. Journal of Advances in Physics, 2(2), 134-138.

Wintre, M. et al. (1990). Self-predictions of emotional response patterns: Age, sex and educational determinants. Child Development, 61, 1123-1130.


Copyright (c) 2019 Shashi Kumar, Dimitri Nertivich

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2015 - 2018. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


Hit counter