On September 20th, the 2023 World Conference on Public Science Literacy Promotion held a special forum on "Cultivating Teenagers' Scientific Interest and Nurturing Reserve Talents in Basic Science" in Beijing. The special forum aims to exchange and discuss how to standardize and scale up the extensive mobilization of relevant institutions in the field of science education, improve the quality of science education in the basic education stage, stimulate the scientific interest of teenagers, and cultivate reserve talents in basic science.

The special forum is jointly hosted by the China Association for Science and Technology, the Chinese Academy of Sciences, and the People's Government of Beijing Municipality. It is organized by the Youth Science and Technology Center of the China Association for Science and Technology and the China Association of Youth Science and Technology Educators, and co-organized by the China Science and Technology Education Magazine. The forum has invited Julie Anne Luft, the president of the American Association for Science Education. Manzoor Hussain Soomro, former chairperson of the Science Foundation of the Economic Cooperation Organization, and Jacqueline Alice Akinyi Kado, executive director of the African Academy of Sciences Mamoeletsi Mosia, Executive Director of the Science and Technology Promotion Agency of the National Research Foundation of South Africa, Professor Pei Xining from East China Normal University, Professor Guo Congbin from the School of Education of Peking University, and Wang Liping, Principal of the High School Affiliated to Beijing Normal University, delivered keynote speeches. The forum was hosted by Zheng Yonghe, the director of the Institute of Science Education at Beijing Normal University and vice chairman of the China Association for Science and Technology Education for Young People.

The experts attending the meeting shared their experiences in the keynote report and discussed the current situation and future development direction of science education for teenagers. Professor Julie Anne Luft, in her presentation titled "Vertical Unification of Science Education in the United States: Next Generation Science Standards, Curricula, Teacher Education, and Students", started from the "Next Generation Science Standards" (NGSS) in the United States and shared the scope of its influence, its impact on curriculum design, and the vision of NGSS. Professor Julie also emphasized the significance of professional training for teachers, pointing out the three dimensions for evaluating science teachers - understanding students, evaluating students, and collaborating with students, as well as planning the career development path for teachers from junior to senior levels, and the support provided by the American Association for Science Education to teachers in terms of course resources, professional journals, scientific symposiums, and student competitions.

"Science education is for all, high-quality science education is the key foundation for a nation's prosperity, and the design of science education reform should take 'how people learn' as the underlying logic." This is the consensus on science education that Professor Pei Xinning has brought to everyone based on her research results. She advocates promoting the innovative practice of science teaching in primary and secondary schools through "in-depth research", and promoting the cultivation of reserve talents in basic science from aspects such as conducting good scientific experiments, enriching learning opportunities, and innovating scientific practices. She also seeks to enhance teachers' qualities from the perspectives of scientific inquiry ability and technical understanding and design ability.

Professor Manze Husain Somur, starting from the situation in the Economic Cooperation Organization region, explores the cultivation of young basic science talents. In his special report titled "Cultivating Young Basic Science Talents through Inquiry-based and Informal Science Education", he emphasized that school education should not be regarded as static. The form and paradigm of school education urgently need to be changed, and lifelong education must keep pace with The Times. Among them, science centers and museums have had a huge impact on the public's scientific literacy. It has enhanced and changed the public's understanding, attitude and behavior towards science and technology. Therefore, how to better leverage the role of science centers and museums in science education is a key issue that all countries around the world should focus on.

In his special report titled "The Practice and Characteristics of Science Education in China's General High Schools in the Digital Intelligence Era", Professor Guo Congbin pointed out that in the digital intelligence era, enhancing the scientific literacy of citizens has become an urgent issue that all countries around the world are eager to solve. Both China and the United States are strengthening science education in high schools. In the face of the current situation where Chinese high school students have relatively low interest in science careers and critical spirit, and there are obvious regional, school and individual background differences in the implementation of science education, he suggests optimizing high school science education in China through measures such as introducing a national career mentor program, formulating national gap support policies, and developing diversified and distinctive science education models based on local conditions. Further consolidate the foundation needed to cultivate future citizens and leaders of our country.

Africa is confronted with multiple educational challenges, including a lack of emphasis on inquiry-based learning methods, insufficient educational facilities, and a shortage of science education teachers in high schools. Professor Jacqueline Alice Akinyi Cardo's special report, "The Potential of Cooperating with China in Science Education in Africa", was thought-provoking. On the one hand, she pointed out that the African Academy of Sciences not only shoulders the mission of scientific research, but should also actively promote public education, cultivate scientists to actively participate, and become a key force in changing the future world. On the other hand, she pointed out that there are broad prospects for cooperation between China and Africa, especially under the impetus of the Belt and Road Initiative, the gap in the field of education can be bridged by introducing advanced ICT technologies and other means. In the future, science education between China and Africa should create more opportunities for cooperation and cultivate a new generation of scientists and leaders.

In her report titled "Co-construction, Co-Cultivation, Co-Growth - Exploring the Path of Cultivating Reserve Talents under the Integration of Internal and External Resources", Principal Wang Liping introduced the experiences and practices of Beijing Normal University High School in implementing the concept of all-round personality education for many years, aiming to cultivate students' patriotism, sense of responsibility, higher-order thinking ability and practical ability, and establishing a science and technology curriculum system. It emphasized the significance of integrating resources both inside and outside the school for cultivating students' interest in science.

In her report "Public Participation in Science in South Africa - Cultivating Teenagers' Interest in Science", Mamolesi Mosia mentioned the urgency of the South African public to enhance their scientific literacy and basic scientific cognition, as well as the active efforts of the South African National Research Fund (NRF) to build platforms and create opportunities for public scientific participation. At the same time, it shared the cultivation of teenagers' interest in science from multiple aspects, such as advocating parents' participation in children's science education, setting up science education workshops, holding science competitions, visiting science centers, and participating in project-based research.

This forum is not only an important one for exploring the cutting-edge of global science education, but also a platform for open cooperation and interactive communication. By sharing experiences and wisdom, the forum will provide new impetus for future science education and make positive contributions to enhancing the level of science education and cultivating reserve talents for basic science innovation.