Science Learning and its Woes

Laarni Gonzales Ingal

Scientific literacy is the goal of science learning. This means that science learning is successful if it has been able to provide different learners knowledge and understanding about how the world works, and why nature works in the manner it does when observed.

To become functional, it should help individuals make the best decisions in life based on science. Functional scientific literacy is geared towards making individuals aware whether information given to them is of truth or of fallacy. Through scientific literacy, any individual may filter which information is useful for a specific purpose. It also through it that a learned can verify whether a source of information is credible and relevant, or not.

However, like any other system, achieving functional scientific literacy for citizens through science learning has its woes – challenges posed by the way other people see and manage it. Since science learning is a pursuit of human knowledge and any form of learning entails “changes and corrections”, people belonging to particular cultures, religious beliefs and situations might find it difficult to accept what is presented to them or adjust to new conditions.

Some cultural and social context may inhibit learners from learning science. This brings forth misconceptions in learning. This goes not only for learners, but also for those who are already in the academe. As misconceptions may become prisons or chains of ignorance, identifying misconceptions is the first key to correcting them.

First, every person is in-charge of his own learning. A person may be able uncover misconceptions when given time to explain things to one’s self, incorporating stored knowledge to present learning, even if it’s a daily event. It takes observation and curiosity – two characteristics which are of great importance beginning at a young age. Observing the environment is helpful for the development of those two concepts.

“When you ask something, and you do not possess the answer yet, you are held responsible in looking for that answer.” This may be achieved through asking those who know something about it or reading through relevant literature and studies. In connection to functional scientific literacy, a person cannot practice sound decision-making skills without the required knowledge.

Second, a responsible teacher ensures that learners are given the opportunity to know their own misconceptions. In the classroom, misconceptions can be put forward if an exam, assessment or evaluation will be given. Through it, a learner is given the opportunity to know what he or she may know yet. As such, any exam, assessment or evaluation should not be used as a punishment, or instrument of fear. Otherwise, students will not be welcoming any exam, assessment or evaluation as a way of learning what they do not know. Fear breeds ignorance, and fearful students become ignorant individuals.

However, school assessment should be holistic. Achievement tests measure crystallized intelligence, that is why there is gap in achievement among our learners. This is also where importance in learning how science can be learned, or how learners get a grasp of science as a subject comes in. Knowing how student learn science will aid the teacher in identifying methods and strategies fit for students.

Science is an organized body of knowledge, but it is not a one-way road. One can elicit the same response using different ways. As an old saying goes, “All roads lead to Rome.” As such, it can be said that learning science can be done differently. Teachers can a teach a concept in a variety of ways. Students may be able to learn the same concept, or topic even though they were given different learning instructions or experiences. A whole-rounded class can never fail.

Third, one has to know personal limitations. Just like what the Greek aphorism says, “Know thyself.” You have to be comfortable with your own limitations, accept them, and attempt to improve yourself. You must know your strengths, so that you know what you can do yourself, and what you can’t. By capitalizing on strength, any form of weakness may eventually be addressed.

It should be remembered that while it takes time to learn or re-learn a concept, truth is always priceless. There will be no form of “knowledge disability” if our learners will be served with the truth.

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The author is Teacher III at San Miguel Elementary School, Magalang North

District