A、They learn a minimal complete set of scientific facts. B、Everyone in the world is of this group. C、They respond to science dif

Now, listen to Part One of the interview.
W: Today’s show is all about this week’s special issue on Grand Challenges in Science Education, including science education for non-scientists. Noah Feinstein, thanks for coming on our show.
M: Pleasure.
W: Now please share something about your paper on re-imagining science education for non-scientists.
M: Well, what science education has tried to do for a long time is to give students a sort of minimal complete set of scientific facts and principles.(1-1)Instead of doing that, we should make the connection between science and real life, or daily life. It is not just a way to teach the same old science content. It’s actually one of the most important skills, so they are able to make those connections on their own when the teacher isn’t there to help them.(1-2)We don’t spend, I would say, nearly enough time teaching kids how to connect science with their daily experience.
W: And then there’s the fact that we tend to categorize people as scientists and non-scientists or scientists and "other". What’s the problem with that?
M: Right. Non-scientist is a category that really only makes sense to scientists.(2)The reality is that everybody is a non-scientist. Even scientists are non-scientists most of the time when they’re not at their labs, and mere are so many different groups of people who respond to science differently because of the demographic group they belong to, because of their earlier exposure to science, because of their particular personal and cultural values.
W: Now you mentioned some alternative pedagogies that may help students to...to better interpret and evaluate the science that they may come across later in life. So tell me about those.
M:(3/4-1)So one cool thing which a group of education researchers has done in the past five years is engaging students in science journalism through a project called SciJourn, which employs a professional science journalist as an editor and has students not only investigating scientific topics that they find interesting but also thinking about how they would have to explain those scientific topics to other people who might have much different interests than them.(4-2)Another one that’s attracting a lot of attention these days is called problem-based learning.
W: Problem-based learning?
M: Yeah, it starts with a troubling question—a question that’s not neatly defined in scientific terms or in disciplinary terms.(5-1)Students have to work usually in a team to look for new information and develop an answer. That’s the kind of pedagogy which has proven enormously effective in medical schools. I think it has a really wide range of applications that we could take advantage of to help students learn to cross back and forth between the world of their daily experience and the world of science.
W:(5-2)And these all have something to do with one of your other priorities, which is cultivating appreciation for science.
M:(5-3)Absolutely. One of the things which—and this really gets me—we don’t really make room for students, especially, to develop the sort of deep, weird personal interests in topics that relate to science.
This is the end of Part One of the interview.
Questions 1 to 5 are based on what you have just heard.
1. According to the interviewee, what is the problem of the present science education?
2. What does Noah Feinstein say about non-scientists?
3. According to the interview, which of the following details about SciJourn is CORRECT?
4. How many alternative pedagogies are mentioned in the interview to better interpret die science?
5. What benefit can students get from problem-based learning?