Use of science as a political football has created the misconception that science is just one opinion among many and students don't have to accept scientific theories.

from my own perspective, the main challenge of science education in a developing country like mine now and in the future is bridging the gap between university research and classroom practices. We have a wealth of research findings but old classroom practices.

Promoting a lifelong love of science is the greatest issue in Science Education Research. Students who are intrinsically motivated to study science and math have deeper engagement, take more rigorous science and math courses in high school, achieve more, and are more likely to pursue STEM careers. In addition, those who are intrinsically motiavated are more likely to pursue science to meet life goals, such as using what they learn to help others. Intervention research in this area could be developed comprehensively, including teacher autonomy support interventions, parent autonomy support interventions, student training in setting intrinsic life goals, connecting students with mentors who are scientists or work in the STEM field, training guidance counselors regarding making inspired course selections, etc.

To provide interior understanding for what’s implied in the following:

“The idea of second must be reckoned as an easy one to comprehend. That of first is so tender that you cannot touch it without spoiling it; but that of second is eminently hard and tangible. It is very familiar, too; it is forced upon us daily; it is the main lesson of life. In youth, the world is fresh and we seem free; but limitation, conflict, constraint, and secondness generally, make up the teaching of experience.

But familiar as the notion is, and compelled as we are to acknowledge it at every turn, still we never can realize it; we never can be immediately conscious of finiteness, or of anything but a divine freedom that in its own original firstness knows no bounds.

First and Second, Agent and Patient, Yes and No, are categories which enable us roughly to describe the facts of experience, and they satisfy the mind for a very long time. But at last they are found inadequate, and the Third is the conception which is then called for.

The Third is that which bridges over the chasm between the absolute first and last, and brings them into relationship...

This is one of the matters concerning which a man can only learn from his own reflections, but I believe that if my suggestions are followed out, the reader will grant that One, Two, Three, are more than mere count-words like “eeny, meeny, mony, mi,” but carry vast, though vague ideas.“

http://www.iupui.edu/~arisbe/menu/library/bycsp/guess/guess.htm#1

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one, two, three…

esthetics, ethics, logic…

icon, index, symbol…

character, costume, narrative...

chance, law, habit-taking...