SCIENCE AND TECHNOLOGY EDUCATION: EXPECTATIONS AND EXPERIENCES. Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025), Šiauliai, 16–19 June, 2025
SCIENCE AND TECHNOLOGY EDUCATION: EXPECTATIONS AND EXPERIENCES. Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025), Šiauliai, 16–19 June, 2025
Contributor(s): Vincentas Lamanauskas (Editor)
Subject(s): Social Sciences, Education, School education, Higher Education , Distance learning / e-learning, Pedagogy
Published by: Scientia Socialis, UAB
Keywords: science education; technology education; STEM education; BalticSTE2025 Symposium; science pedagogy; science didactics;
Summary/Abstract: This is an open access book. The aim of 2025 6th International Baltic Symposium on Science and Technology Education (BalticSTE25) is to bring together innovative academics and practice experts in the field of Science and Technology Education to a common forum. The primary goal of the symposium is to promote research and developmental activities in Science and Technology Education and another goal is to promote scientific information interchange between researchers, developers, students, and practitioners working all around the world. The symposium is taking place every two years to make it an ideal platform for people to share views and experiences in Science and Technology Education, and related areas.
- E-ISBN-13: 978-609-96384-7-8
- Print-ISBN-13: 978-609-96384-6-1
- Page Count: 218
- Publication Year: 2025
- Language: English
NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2025
NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2025
(NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2025)
- Author(s):Vincentas Lamanauskas
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:7-10
- No. of Pages:4
- Keywords:scientific research skills; science education; BalticSTE2025 symposium; teacher training;
- Summary/Abstract:Natural Science and Technology Education (NSTE) is very important in the modern world, and there is probably no doubt about that. Understandably, it was important before, however, each era creates different challenges. It is obvious that science and technology are rapidly changing everything, especially the world of work. For example, knowledge about STEM (Science, Technology, Engineering, Mathematics) fields should help the younger generation acquire promising professions related to artificial intelligence, robotics, bioengineering, and other innovative disciplines. In addition, natural science and technology education forms/develops analytical thinking, experimentation, and logical decision making. These skills are needed not only in science but also in everyday life and the business world.
EDUCATION TRANSFORMATION FOR NET GENERATION
EDUCATION TRANSFORMATION FOR NET GENERATION
(EDUCATION TRANSFORMATION FOR NET GENERATION)
- Author(s):Boris Aberšek, Metka Kordigel Aberšek
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:11-17
- No. of Pages:7
- Summary/Abstract:When life (society) changes rapidly and drastically, school (education) must change accordingly. However, not all changes are good and beneficial for society, so schools must also think critically and work with a time lag that allows for critical reflection and the search for more rational and optimal solutions.Teachers remain essential in the educational process, but their role changes drastically. This shift should not stem from random decisions by inventive individuals but rather from carefully considered reflections on new pedagogical paradigms. Today, this is called digital pedagogy, which inevitably transitions into generative pedagogy. Moreover, the shift from one to the other is discreet yet represents a quantum leap in an extremely short time. However, the teacher/human is no longer primarily a holder and transmitter of knowledge. Instead, their role increasingly shifts toward education in the affective domain, where they become facilitators of relationship-building and human values.
A STEM APPROACH TO STANDARD SCIENCE CURRICULUM TOPICS: CHEMICAL REACTIONS AS A TYPICAL EXAMPLE
A STEM APPROACH TO STANDARD SCIENCE CURRICULUM TOPICS: CHEMICAL REACTIONS AS A TYPICAL EXAMPLE
(A STEM APPROACH TO STANDARD SCIENCE CURRICULUM TOPICS: CHEMICAL REACTIONS AS A TYPICAL EXAMPLE)
- Author(s):Martin Bílek, Karel Kolář, Monika Pelikánová
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:18-29
- No. of Pages:12
- Keywords:STEM education; chemical reactions; curriculum innovation; teacher education; experimental learning;
- Summary/Abstract:This study explores the integration of STEM principles into chemistry education through the redesign of the topic Chemical Reactions for initial teacher training. The aim was to develop and evaluate an innovative teaching module that fosters key competences—knowledge, skills, and attitudes—via student-centred, context-based, and interdisciplinary approaches. The research followed a design-based methodology, involving the development, implementation, and iterative refinement of teaching materials. Data were collected through textbook analysis, classroom observations, and pilot feedback from pre-service teachers. Key features of the module include experimental reaction cycles, real-life applications, and the use of digital tools. The findings show that this approach enhances students’ conceptual understanding, motivation, and ability to connect chemistry with real-world issues such as sustainability and materials design. The module promotes inclusive and engaging science teaching and serves as a replicable model for other curriculum topics. It also supports the preparation of future teachers for competence-oriented and interdisciplinary education.
DEVELOPMENT OF THE CONTENT OF THE "BIOLOGY I" SET OF METHODOLOGICAL MATERIALS FOR A COMPETENCE-BASED APPROACH TO SECONDARY SCHOOL BIOLOGY
DEVELOPMENT OF THE CONTENT OF THE "BIOLOGY I" SET OF METHODOLOGICAL MATERIALS FOR A COMPETENCE-BASED APPROACH TO SECONDARY SCHOOL BIOLOGY
(DEVELOPMENT OF THE CONTENT OF THE "BIOLOGY I" SET OF METHODOLOGICAL MATERIALS FOR A COMPETENCE-BASED APPROACH TO SECONDARY SCHOOL BIOLOGY)
- Author(s):Rita Birzina, Sandra Kalnina, Daiga Kalnina
- Language:English
- Subject(s):Social Sciences, Education, School education
- Page Range:30-46
- No. of Pages:17
- Keywords:biology education; content of secondary school curriculum; integration of Big Ideas; set of methodological materials; competence-based approach;
- Summary/Abstract:The competence-based approach has raised important questions in education regarding the content of learning, the way teachers teach and students learn, and the assessment of learning. General education in Latvia has been reformed, and the content of competence-based education was introduced in 2023. In STEM curricula, the content is developed in the context of the Big Ideas, and the number of teaching hours is restructured. Only 105 teaching hours are foreseen for biology at the optimal secondary level, which is twice less than before. So, it was important to learn how this approach is implemented in the biology content to achieve learning outcomes defined in the Latvian secondary education standard, what opinion of biology teachers is on the content of Biology I curriculum developed by Skola2030, and what the content of the biology methodological material should be. Through mapping of learning outcomes and the survey of biology teachers, the main problems were identified: insufficient number of lessons, illogical sequence of topics and subtopics, and lack of teaching resources. On this basis, a set of Biology I methodological materials was developed.
THE CONCEPT OF FORCE: AN EDUCATIONAL ITINERARY WITH A HISTORICAL SUPPORT
THE CONCEPT OF FORCE: AN EDUCATIONAL ITINERARY WITH A HISTORICAL SUPPORT
(THE CONCEPT OF FORCE: AN EDUCATIONAL ITINERARY WITH A HISTORICAL SUPPORT)
- Author(s):Paolo Bussotti
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:47-70
- No. of Pages:24
- Keywords:Newton; physics education; history of science; mass; inertia; force; principles of dynamics; inertial reference frames; non-inertial reference frames;
- Summary/Abstract:The problem here dealt with concerns about physics education, and specifically the concept of force. The idea behind this research is that a historical approach to the teaching of such a notion is of great help for the students to fully understand the meaning of this basic physical magnitude. For, most of scientific concepts can be better grasped by the learners if their genetic phase is presented and the problems that induced scientists to introduce them are expounded. In this way, the students will catch the rationale behind the birth of scientific notions. Furthermore, a shared educational itinerary among the teachers of physics, mathematics, history, and philosophy can be conceived so as to realize an interdisciplinary approach to science education. It is often presented as a desideratum, but is rarely concretely developed. Here, restricting to the notion of force, such an approach is presented. Since force is strictly connected to inertia and mass, a large part of this discussion is dedicated to such two notions.
INTEGRATING MULTIMODAL TEACHING STRATEGIES INTO STEM EDUCATION: REFLECTIONS FROM PRE-SERVICE AND IN-SERVICE TEACHER WORKSHOP EXPERIENCES
INTEGRATING MULTIMODAL TEACHING STRATEGIES INTO STEM EDUCATION: REFLECTIONS FROM PRE-SERVICE AND IN-SERVICE TEACHER WORKSHOP EXPERIENCES
(INTEGRATING MULTIMODAL TEACHING STRATEGIES INTO STEM EDUCATION: REFLECTIONS FROM PRE-SERVICE AND IN-SERVICE TEACHER WORKSHOP EXPERIENCES)
- Author(s):Narendra D. Deshmukh, Sandhya A. Thakur
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:71-85
- No. of Pages:15
- Keywords:multimodal teaching strategies; in-service teachers; pre-service teachers; STEM education; teacher training; hands-on learning;
- Summary/Abstract:The growing emphasis on STEM education and the diverse needs of learners necessitate the adoption of innovative, inclusive teaching strategies. This study investigates the impact of multimodal teaching strategies—integrating visual, kinesthetic, and auditory modes—on in-service and pre-service teachers. Training sessions were conducted with 34 in-service teachers in India and 56 pre-service teachers in Malaysia. The sessions aimed to promote learner-centered practices, enhance instructional confidence, and support inclusive STEM pedagogy. Data were gathered using feedback forms, session presentations, and semi-structured interviews. Content analysis revealed that both groups experienced increased engagement, a deeper understanding of STEM concepts, and a positive shift in attitudes toward creative and collaborative teaching. Strategies such as role-play and play dough modeling were particularly well-received, enabling the transition from teacher-centered to student-centered instruction. These findings highlight the potential of multimodal approaches to enrich teacher education and professional development programs, fostering creativity, inclusivity, and effective communication in 21st-century classrooms.
THE ROLE OF LEADERSHIP IN CURRICULUM TRANSFORMATION: IMPLICATIONS FOR SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS IN HIGHER EDUCATION
THE ROLE OF LEADERSHIP IN CURRICULUM TRANSFORMATION: IMPLICATIONS FOR SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS IN HIGHER EDUCATION
(THE ROLE OF LEADERSHIP IN CURRICULUM TRANSFORMATION: IMPLICATIONS FOR SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS IN HIGHER EDUCATION)
- Author(s):Angela James, Cecile Gerwel Proches, MacDonald Isaac Kanyangale, Valentina Dagienė, Eglė Jasutė, Roger Waldeck
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:86-103
- No. of Pages:18
- Keywords:curriculum transformation; higher education; higher educational institutions; leadership in STEAM; STEAM;
- Summary/Abstract:Leaders in Higher Educational Institutions (HEIs) worldwide are confronting multifaceted challenges. The aim of the research was to explore the role of leadership in curriculum transformation, and the implications of this for Science, Technology, Engineering, Arts and Mathematics (STEAM) in Higher Education (HE). An inductive, interpretivist research adopting a qualitative approach was employed. Thirty participants were purposively selected to participate in a hybrid workshop. Nineteen participants were engaged in Science, Technology, Engineering, and Mathematics (STEM) and eleven in Management. Data was generated from participants' responses relating to leadership problems experienced in effecting curriculum transformation, and how leadership impedes and enables transformation. Findings revealed that communication, bureaucracy, and resistance to change are critical for leaders in effecting curriculum transformation and the introduction of STEAM. Leadership in HEIs can enable transformation by providing support, direction, motivation, funding, and engaging with staff. Effective leadership in STEAM education plays a pivotal role in curriculum transformation and guiding academics and students towards an integrated and holistic approach to science education. Since leadership in STEAM education is essential for fostering innovation and creativity in HEIs, their provision of support, direction, motivation, funding, and engagement with staff, is critical.
REIMAGINING PRESCHOOL PEDAGOGY: AI-ENHANCED TEACHING THROUGH MULTILITERACIES-INFORMED CURRICULUM INNOVATION
REIMAGINING PRESCHOOL PEDAGOGY: AI-ENHANCED TEACHING THROUGH MULTILITERACIES-INFORMED CURRICULUM INNOVATION
(REIMAGINING PRESCHOOL PEDAGOGY: AI-ENHANCED TEACHING THROUGH MULTILITERACIES-INFORMED CURRICULUM INNOVATION)
- Author(s):Kallia Katsampoxaki-Hodgetts, Konstantinos Kotsidis, Stamatios Papadakis, Panagiotes Anastasiades
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:104-119
- No. of Pages:16
- Keywords:multiliteracies; learning by design; artificial intelligence; early education;
- Summary/Abstract:The integration of Artificial Intelligence (AI) into early childhood education raises important pedagogical questions about how to design inclusive, multimodal learning experiences that nurture children’s agency and critical literacies. This paper analyzes sixty AI-enhanced teaching scenarios, developed during a national training program, through the lens of Multiliteracies and Learning by Design (LbD). Using thematic analysis, the study identifies how the four knowledge processes—Experiencing, Conceptualizing, Analyzing, and Applying—are supported or constrained by AI-enhanced multimodal activities. Rather than assessing the teachers' intentions, the study highlights the emergent pedagogical affordances and the potential of the LbD model for crafting flexible, inclusive, and socially embedded learning experiences within the Early Childhood Education (ECE) curriculum. The findings suggest that strong foundations are already in place for responsibly integrating Artificial Intelligence (AI) tools into preschool learning environments, while affirming that a systematic, multimodal, and culturally sensitive approach fosters early critical literacy development.
METACOGNITIVE STRATEGIES FOR READING SCIENTIFIC AND SUSTAINABILITY-RELATED CONTENT IN DIGITAL AND PRINT MEDIA
METACOGNITIVE STRATEGIES FOR READING SCIENTIFIC AND SUSTAINABILITY-RELATED CONTENT IN DIGITAL AND PRINT MEDIA
(METACOGNITIVE STRATEGIES FOR READING SCIENTIFIC AND SUSTAINABILITY-RELATED CONTENT IN DIGITAL AND PRINT MEDIA)
- Author(s):Maja Kerneža
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:120-132
- No. of Pages:13
- Keywords:metacognitive strategies; reading comprehension; reading media; science literacy; sustainable content;
- Summary/Abstract:The reading medium - digital or print – Impacts university students’ use of metacognitive strategies when engaging with sustainability- and science-themed content. The research aims to identify commonly applied strategies and examine how the medium affects their application and comprehension of environmental topics. Seventy students participated in the study, divided into two groups based on their reading medium. Data collection included the Metacognitive Reading Strategies Questionnaire (MRSQ) and a comprehension test focused on sustainability-themed content that incorporated scientific elements, followed by qualitative group discussions. Results indicate that print media foster deeper understanding through reflective strategies, while digital media support selective and rapid reading, providing broader contextual insights but often resulting in more superficial comprehension. These findings highlight the need to adapt curricula to incorporate both sustainability and scientific content in diverse media formats, fostering critical thinking, metacognitive awareness, and both environmental and science literacy. The study emphasizes the role of such adaptations in equipping students with the skills necessary to interpret scientific information, address environmental challenges, and promote sustainable development.
PRE-SERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ ATTITUDES ON ARTIFICIAL INTELLIGENCE: READINESS TO USE AND POTENTIAL CHALLENGES
PRE-SERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ ATTITUDES ON ARTIFICIAL INTELLIGENCE: READINESS TO USE AND POTENTIAL CHALLENGES
(PRE-SERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ ATTITUDES ON ARTIFICIAL INTELLIGENCE: READINESS TO USE AND POTENTIAL CHALLENGES)
- Author(s):Vincentas Lamanauskas
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:133-145
- No. of Pages:13
- Keywords:artificial intelligence (AI); informative-descriptive study; pre-service preschool teachers; pre-service primary school teachers; qualitative research;
- Summary/Abstract:The use of AI in the training of pre-service preschool and primary school teachers is a significant, but not sufficiently researched, issue. Although the application of AI in education is widely studied, specific studies related to preschool and primary education teacher preparation are rarer. The cognitive, emotional, and motor abilities of children up to 10-12 years require a special approach, so the integration of AI must be careful and methodologically sound. The research aimed to analyse the readiness of pre-service preschool and primary school teachers to use artificial intelligence (AI) technologies in the educational process and to name the challenges they see. The research is based on qualitative methodology, and the nature of the research is informative-descriptive; interpretive/quantitative content analysis is applied. The data was collected in spring 2024 from 112 university students, using open-ended questions. The analysis revealed that 57.7 % of respondents feel insufficiently prepared to use AI, mainly due to lack of knowledge, practical skills, and technological mistrust. A third of the respondents show motivation to improve in this area, although real experience with AI is often limited to superficial use. In addition, a critical or cautious attitude toward AI emerged, regarding the concerns about the reliability, ethical implications, and the quality of learning. Challenges include educational (decreasing creativity and motivation), social and ethical (lack of communication, addiction), informational (inaccuracy, plagiarism), and technological aspects. Research results show the need to integrate the systematic development of AI competences into educational field studies, to strengthen the ethical and critical approach, and to create practical support measures to achieve a responsible and purposeful AI integration into both the study process and education in general.
BRIDGING DISCIPLINES: THE ROLE OF MATHEMATICAL REASONING IN INTERDISCIPLINARY INQUIRY
BRIDGING DISCIPLINES: THE ROLE OF MATHEMATICAL REASONING IN INTERDISCIPLINARY INQUIRY
(BRIDGING DISCIPLINES: THE ROLE OF MATHEMATICAL REASONING IN INTERDISCIPLINARY INQUIRY)
- Author(s):Arto Mutanen, Antti Rİssanen, Kalle Saastamoinen
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:146-157
- No. of Pages:12
- Keywords:mathematics education; methodological thinking; multidisciplinary research; scientific reasoning; method of analysis and synthesis;
- Summary/Abstract:This study posits mathematics as a fundamental methodological framework for navigating the complexities of multidisciplinary research. It argues that the increasing prevalence of real-world problems demands the integration of knowledge from diverse scientific fields, where mathematics, particularly through the method of analysis and synthesis, provides a crucial constructive framework. While acknowledging the challenges in applying mathematical proficiency across disciplines and the complexities of interdisciplinary collaboration, the paper highlights mathematics' historical versatility and its role as a "mode of rationality" applicable beyond traditional scientific domains. The topic is explored more broadly and deeply through military technology. The study illustrates the practical application of mathematical reasoning and the inherent value-ladenness of multidisciplinary problem-solving. Ultimately, it concludes that cultivating mathematical literacy and embracing analytical methodologies are essential for fostering effective communication and advancing multidisciplinary research to address pressing global issues.
SCIENCE EDUCATION FOR STUDENTS WITH SPECIFIC LEARNING AND ATTENTION DISORDERS: AN EVALUATION OF READING STRATEGIES USING EYE-TRACKING TECHNOLOGY
SCIENCE EDUCATION FOR STUDENTS WITH SPECIFIC LEARNING AND ATTENTION DISORDERS: AN EVALUATION OF READING STRATEGIES USING EYE-TRACKING TECHNOLOGY
(SCIENCE EDUCATION FOR STUDENTS WITH SPECIFIC LEARNING AND ATTENTION DISORDERS: AN EVALUATION OF READING STRATEGIES USING EYE-TRACKING TECHNOLOGY)
- Author(s):Aušrinė Raudoniūtė
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:158-179
- No. of Pages:22
- Keywords:attention-deficit disorder; specific learning disorder; reading difficulties; eye-tracking technology; scanpath comparison;
- Summary/Abstract:This case study examined how students with learning (dyslexia) and attention deficit process science texts under different instructional design conditions using eye-tracking technology. The aim was to examine the impact of seductive details and visual enhancement elements on reading behaviour and cognitive load. A qualitative case study was conducted with three neurodivergent students and one neurotypical participant (ages 11–14), each exposed to four conditions: plain text, highlighted text, infographic, and decorative image. Eye-tracking data revealed that neurotypical reading was efficient, with short fixations, minimal regressions, and focused attention. In contrast, neurodivergent students exhibited disorganized scanpaths, particularly under conditions involving infographics and decorative images. Highlighted and plain text conditions supported more structured reading, especially for the student with dyslexia. The results suggest that seductive details increase extraneous cognitive load and distract attention in students with cognitive vulnerabilities, whereas signaling via text highlighting may partially support comprehension. These findings highlight the potential of eye-tracking to inform inclusive instructional design and emphasize the importance of minimizing irrelevant visual input in science education materials.
GENERATING CURRICULA: A HUMAN-CENTRED PERSPECTIVE IN THE ERA OF ARTIFICIAL INTELLIGENCE
GENERATING CURRICULA: A HUMAN-CENTRED PERSPECTIVE IN THE ERA OF ARTIFICIAL INTELLIGENCE
(GENERATING CURRICULA: A HUMAN-CENTRED PERSPECTIVE IN THE ERA OF ARTIFICIAL INTELLIGENCE)
- Author(s):Tiia Rüütmann, Urve Läänemets
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:180-196
- No. of Pages:17
- Keywords:Curriculum Development; Artificial Intelligence in Education; Human-Centred Learning; Engineering Education; Generative Mechanism of Curricula;
- Summary/Abstract:This study explores generative mechanisms of curriculum design from a human-centred perspective, with a focus on the integration of Artificial Intelligence (AI) into engineering education. As curricula evolve to meet the demands of a technologically advanced and globally connected society, it is crucial to preserve the educational values rooted in human agency, cultural context, and pedagogical reasoning. The research aimed to investigate how traditional curriculum development processes can be enhanced through AI tools while preserving the essential role of human educators. A mixed-method approach was used, combining quantitative Likert-scale surveys and qualitative open-ended responses from 43 participants involved in curriculum development and implementation across higher and vocational education and industry. The results show that AI is perceived as highly effective in automating administrative tasks and personalizing learning, but concerns remain about ethical issues, data privacy, and potential marginalization of human educators. Most respondents emphasized that AI should serve as a supportive tool rather than a replacement. The findings underscore the importance of hybrid curriculum models that integrate AI for operational efficiency while maintaining human agency in decision-making, pedagogy, and ethical oversight. The study offers practical implications for future curriculum reforms and teacher training in an AI-enhanced educational landscape.
LANDOLT TABLES IN PRIMO LEVI’S “BEST IS WATER” FOR VALUE-BASED CHEMICAL EDUCATION
LANDOLT TABLES IN PRIMO LEVI’S “BEST IS WATER” FOR VALUE-BASED CHEMICAL EDUCATION
(LANDOLT TABLES IN PRIMO LEVI’S “BEST IS WATER” FOR VALUE-BASED CHEMICAL EDUCATION)
- Author(s):Uladzimir Slabin
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:197-210
- No. of Pages:14
- Keywords:anthropomorphization; chemical education; eponym; humanization in education; Primo Levi;
- Summary/Abstract:As science education faces the urgent task of rehumanization amid growing technocratic rationality, scientific eponyms, especially in literary contexts, offer a potential of rehumanization for value-based science education. To explore this potential, selected passages referencing the eponym “Landolt tables” from the short story “Best Is Water” by Italian chemist and writer Primo Levi were analyzed in both the original Italian and its English translation. The focus was on anthropomorphization of the eponym, using a range of interpretative theories: existentialism, phenomenology, postmodernism, psychoanalysis, semiotics, structuralism, symbolism, and theological philosophy. The findings suggest that theological philosophy reveals the anthropomorphization of the “Landolt tables” most strongly, while structuralism does so the least. The Italian original highlights psychological and existential moments, whereas the English translation places more emphasis on logical structure and narrative progression, thereby reducing the emotional charge. These results affirm that anthropomorphized scientific eponyms can help restore science education’s connection to human values, history, and morality. In doing so, they offer educators a powerful toolkit for rehumanizing chemistry instruction, nurturing not only informed minds but also empathetic and ethically attuned citizens.
