## Fostering Positive Attitudes towards Science in Secondary School Students: A Scoping Review of Educational Interventions### IntroductionCultivating positive attitudes towards science in secondary school students is crucial for fostering scientific literacy and preparing them for future careers in science-related fields. However, research suggests a decline in student interest in science as they progress through secondary education. Educational interventions have been implemented to address this issue, but there is a lack of comprehensive research on their effectiveness and characteristics. This scoping review aims to fill this gap by examining the existing scientific literature on educational interventions designed to promote positive attitudes towards science in secondary school students.### Research Questions* How has the construct of attitudes towards science been defined and operationalized in the literature?* What are the characteristics of the reported educational interventions in terms of their teaching approach, duration, implementer, context, effects on attitudes, and monitoring of program development?* What are the main problems and recommendations identified by researchers in the educational interventions that were found?### MethodsA comprehensive search of scientific databases was conducted using keywords related to educational interventions, attitudes towards science, and secondary school students. The inclusion/exclusion criteria were defined a priori in a research protocol based on the research questions. Data extraction was performed using a structured instrument to collect information about the study, intervention, and findings.### Findings### Construct of Attitudes towards Science* The construct of attitudes towards science was defined differently across studies, with varying emphases on cognitive, affective, and instrumental components.* Most studies (60%) conceptualized attitudes towards science generally, while others tailored the concept to specific disciplines (e.g., physics, chemistry, biology).* Multidimensional constructs were utilized more frequently than unidimensional ones, suggesting a complex and multifaceted nature of attitudes towards science.### Characteristics of Educational Interventions**Teaching Approach:*** Immersive learning environments mediated by ICT were the most frequently employed approach (30.3%).* Inquiry-based learning and collaborative approaches were also prominent.**Duration:*** The average intervention duration was eight weeks.**Implementer:*** Subject or group teachers were the primary implementers (63.6%).**Context:*** Classrooms were the most common setting (54.5%).**Effects on Attitudes:*** Most studies (75.75%) reported a positive effect on student attitudes towards science.**Monitoring of Program Development:*** Only 12.1% of studies tracked the evaluation of the program design, and 24.2% monitored the implementation process based on the pedagogical approach used.### Problems and Recommendations* Difficulty in influencing attitudes towards science was identified as a common issue.* Inadequate teacher training was highlighted as a barrier to effective implementation.* Lack of student training was recognized as a missed opportunity to improve outcomes.* The need for additional research focusing on minorities underrepresented in STEM fields was emphasized.### Conclusions* The construct of attitudes towards science lacks a consistent definition, leading to disparities in research findings.* Educational interventions have shown promise in influencing student attitudes towards science, although their effectiveness varies depending on factors such as teaching approach and program design.* More research is needed to evaluate the impact of different components within educational interventions, such as the competence of implementers and follow-up evaluations.* Future studies should consider the specific characteristics of minority groups underrepresented in STEM fields to inform the development of tailored interventions.### Implications for Practice and Further Research* Educators should consider the multidimensional nature of attitudes towards science and strive to address cognitive, affective, and instrumental aspects in their teaching practices.* School administrators and policymakers should prioritize teacher training and support for implementing educational interventions aimed at fostering positive science attitudes.* Researchers should conduct rigorous evaluations of educational interventions, capturing not only the effects on attitudes towards science but also assessing the specific components that contribute to their effectiveness.* Future research should explore innovative teaching approaches, consider the role of intrinsic student variables, and focus on underrepresented groups to advance our understanding and improve outcomes in science education.