Abstract: From psychological perspective, identity relates to self-image and individuality. For science, this concern, among others, characteristics like showing particular skilled ways of performing scientific activities and holding beliefs that are associated with science. The aim of this study is to demonstrate relationships and comparison between students’ interest in science and attitude towards science, inquiry learning, and aspirations to engage in science careers with age and gender. Using a correlational and causal comparative design, a set of Science Interest Instrument by Dillon et al. (2008) was adapted and translated to Malay Language and administered to a total of 1025, 11-year-old and 12-year-old and a total of 938, 13-year old and 14-year old students. The data were analyzed descriptively in terms of percentage, and inferentially using t-Test, Chi-Square Test, and Pearson Correlation. The results indicated that there was a large positive correlation between interest in and atti

• Publication Date: 29-Apr-2018
• DOI: 10.15224/978-1-63248-151-1-37
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Abstract: The phenomenon of “globalization” has been one of the mostly debated concepts especially in the last twenty years. In recent years, in line with an intensive increase throughout the world in political, economic, social, cultural and academic relations and collaboration opportunities, the concept of globalization has emerged. New cooperative fields, partnerships and solidarities make education necessary to be analyzed from the perspective of various approaches. In the process of globalization, new values have also emerged with their different dimensions and contents (Budak, Çakmak & Gündüz, 2015). Relating one’s culture to the host culture demands a readiness to reflect, confront oneself and above all, to play a mediating role (Risager, 1998) between both cultures, and indeed to change (cited in Martinez et al. 2016, p.340). Nevertheless, this change or intercultural learning “can only be grasped by inferring it from changes in people’s behaviors” (cited in Borghetti, Bea

• Publication Date: 29-Apr-2018
• DOI: 10.15224/978-1-63248-151-1-51
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