From Curiosity to Creation: Cultivating a Culture of Inventiveness in Science Education

Abstract

The PISA 2022 results indicate that there was no significant improvement in the science performance of Filipino students. Persistent gaps in scientific literacy and innovation-related competencies indicate a need to enhance instructional practices and learning environments. This exploratory study determined how higher education institutions facilitate the development of students from curiosity to creation by examining the instructional practices, learning environments, and institutional strategies. There were 20 purposively sampled college students who participated in one-on-one interviews. Narratives were analyzed using reflexive thematic analysis, which helped in identifying critical themes related to culture of inventiveness. Analysis indicated that higher education institutions had developed a culture of inventiveness in science education through the consistent use of inquiry-driven, experiential, and student-centered teaching approaches. Instruction was largely grounded in inquiry- and problem-based learning, experiential activities such as laboratory work and simulations, and flexible, open-ended tasks that promoted student autonomy, collaboration, and creativity in solving real-world scientific problems. In addition, institutions strengthened inventive thinking through guided experimentation, collaborative scientific reasoning, and opportunities for students to independently design procedures, test hypotheses, and interpret results. These practices were further supported by science fairs, innovation exhibitions, laboratory resources, and academic mentorship, which collectively provided platforms and guidance for developing and showcasing innovative outputs. Nevertheless, embedding inventive thinking within classroom culture can directly address the gaps in scientific literacy identified in large-scale assessments. These changes can reorient science learning toward deeper understanding and skill mastery, which in turn improves students’ capacity to meet minimum proficiency standards.