Digitized’ schools still need

science investigatory thrusts

By JONATHAN F. MARQUEZ
Secondary School Teacher III
Bayambang National High School
Bayambang, Pangasinan

IT WAS a certain educator named Dr. Peter Segal who came up with the statement
that “learning does not mean simply acquiring information but expanding ability to
produce the results they want.”
He was definitely correct in his statement especially in this age of the so-called Digital
Wave wherein science admittedly assumes a more significant role for both teachers and students.
The picture of the future is already manifesting itself, i.e., the possibility that classrooms in the
future will become fully digitized or that students will generally be utilizing laptops or tablets as
their work books! This is an inevitable product of science.
This gives rise to the possibility that the usual image of the science student will change or
be transformed. Nonetheless, the science investigatory thrust that currently exists in science
classrooms will continue to be there, but on a more advanced situation. Students will continue to
be given a chance to think, reason out, and rationalize as long as teachers are in a position to or are
qualified to teach such methods.
Briefly stated, with current advances in science, learners will be given better opportunities
for them to effectively learn the newest methods of science. As such, they can easily complement
the digital wave that is hitting the educational front.
The science investigatory thrust helps in a large measure in developing students’ valuable
qualities and skills. These include being curious, skeptical, insisting on evidence, cooperative and
thinking positively about failure.
Observably, such thrust also inculcates a habit of critical thinking, careful questioning and
considering evidences prior to the formulation of a reasoned and a bias-free conclusion.
Additionally, these are necessary traits that a scientist should possess if he/she is to become
successful in scientific endeavors.
In a parallel vein, science teachers need to be equally adept or learned about this thrust.
They principally need to adjust to the current realities in this age of the Digital Wave! They should
likewise always keep up with modern scientific and technological trends and should not lag behind
in the latest trends or developments in science.
If students or learners nowadays are oriented on such trends, it is deemed even more
necessary that teachers themselves are knowledgeable about these. It is an accepted dictum that
the teacher should necessarily be better or well-versed than the learners. Only through this way
can they be able to tell themselves honestly: “I am a true science teacher and I have been able to
fulfill my educational mission!”