INTERESTING

Science is everywhere. Students must be taught in the right way to develop their
interests (Educational Learning, 2012). One way to increase student engagement in
science learning is to use learning methods that challenge students and stimulate their
interest in science classes (Inkinen et al., 2020). Although educators should keep in
mind the fact that attempts to enhance interest can be irrelevant to learning, and may
even undermine learning, promoting interest can enhance learning if applied
appropriately (Bergin, 1999).
IN STILL CURIOSITY
Curiosity is essential to scientific discovery and creativity and is often a natural,
unforced trait of young children (APA PsycNet, 2018). This is possible because more
knowledge leads to more mysteries and surprises, and each answer leads to more
questions (Stokoe, 2021). This method of inquiry in the science classroom can include
the thirst for knowledge and understanding, questioning, finding meaning in data,
respecting evidence, criticism, reasoning, and results. (Lawson, 2009).
COLLABORATIVE
Science is collaborative because it can take advantage of the kinds of learning
that come from social interactions in which two or more people work together on the
same project (Naji & Croje, 2022). It focuses on the methods and aspects of science, as
well as social aspects such as collaboration, peer review, and debate so that students
can develop a strong understanding of science (Premo et al., 2018). Collaboration plays
an important role in improving the understanding and exploration of scientific concepts
(Staff, 2023).

REFERENCES:
1. Why is science interesting | Theories of physics, chemistry, and biology. (2012).
e-tuitions.com. https://e-tuitions.com/blog/why-is-science-interesting
2. Stokoe, K. (2021, December 12). The value of science — through Feynman’s
lens. - Keagan Stokoe - Medium. Medium. https://medium.com/@keagan.stokoe/the-
value-of-science-through-feynmans-lens-902d7f7e62ba
3. Staff, A. R. (2023, October 16). Collaborative Learning in Science. Stemscopes
Blog. https://blog.acceleratelearning.com/collaborative-learning-in-science
4. Premo, J., Cavagnetto, A., Davis, W. B., & Brickman, P. (2018). Promoting
Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on
Undergraduate Interactions and Achievement. CBE life sciences education, 17(2), ar32.
https://doi.org/10.1187/cbe.17-08-0176
5. Inkinen, J., Klager, C., Juuti, K., Schneider, B., Salmela‐Aro, K., Krajcik, J., &
Lavonen, J. (2020). High school students’ situational engagement associated with
scientific practices in designed science learning situations. Science Education, 104(4),
667–692. https://doi.org/10.1002/sce.21570
6. Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist,
34(2), 87–98. https://doi.org/10.1207/s15326985ep3402_2
7. Naji C., and Cronje W., (2022). Collaborative vs Cooperative Learning:
Explained, https://www.eduflow.com/blog/collaborative-vs-cooperative-learning
8. Lawson, A.E. (2009). Teaching Inquiry Science in Middle and Secondary
Schools. Thousand Oaks, CA: Sage
9. APA PsycNet. (2018). https://psycnet.apa.org/record/2018-57989-009?
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MEMBERS:
1. Christian Carl Hormillada
2. Jaymar M. Cabañeles
3. Jea Marie Lagaña Betalac
4. Jeane Claire Llanos
5. Jevan C. Bastida
6. Johnver Pantaleon
7. Prezzia Lye Gallaza Anglo
8. Rockzel Bautista
9. Samantha Chloe Garcia