In this paper, we investigate how cultural, historical, and emotional factors influence scientific concepts in Brazil's Scientific Vocation Program (Provoc) and Japan's Sakura Science Program. It analyzes how Western and Eastern views of science might shape program goals through high school students' reports. Science education, history and sociology of science have been deployed to analyze documents from 2019 for both programs, and content analysis has been conducted with the assistance of ATLAS.ti software. The results indicate that different trends of the programs are important. While Provoc students' reports express the value of their practical experience leading to individual growth, either academic and/or professional, students' reports of Sakura Science tend to report more collective outcomes. Additionally, while Provoc's students are designated to have scientific initiation training, Sakura's students are selected to be trained in both scientific and technological innovation.