Chapter 1 – Lesson 3

 Discuss the role of science and technology in

the Philippines nation-building;

 Evaluate government policies pertaining to

science and technology in terms of their
contributions to nation-building; and

 Identify actual science and technology policies

of the government and appraise their impact
on the development of the Filipinos
 Science is embedded in the way of life of the people.

 Observed in agriculture – planting crops, taking care

of the animal, and in food production.

 Ability to interpret the movements of heavenly bodies

to predict season and climates and organizing days
into months and years.

 Discovered medicinal use of plants.

 In terms of technology;

 Used tools to build houses, irrigations,

transportation and musical instruments, for
planting, cooking, etc., for fighting enemies
during war, tools for musical instrument.

 Metal Age significantly influence the lives of

early Filipinos evident from archaeological
artifacts e.g. jewelry, ceramics and metal tools
 All of these ancient practices in science and
technology are considered now as
indigenous science or folk science.
 Spaniard Period
 Introduced schooling which begins the formal science
and technology studies in our country.

 Learning of science in schools - human body, plants ,

animals and heavenly bodies.

 Technology – developing house tools in everyday life.

 Spaniard Period
 Medicine and advance science were introduced in
formal colleges and universities established by
Catholic orders.

 Galleon Trade brought additional technology and

development
 Some Filipino students are able to study in Europe.

 Philippines is considered as one of the most

developed places in the region.
 American Period
 More influence in the development of Science and
Technology

 Established public education system, improved

engineering works and health conditions of the
people.

 Established a modern research university, the

University of the Philippines.

 They also created more hospitals.

 American Period
 Transportation and communication systems
were improved.

 Mineral sources were exploited and explored.

 Reorganize the learning of science.

 World War II
 Destabilized the development of Science and
Technology

 Explored the use of ODA or Overseas Development

Allocations

 Human Resource Development focuses on producing

more engineers, scientists, technology experts,
doctors etc.
 Internal Influences
• Survival
• Culture
• Economic
• Activities
Development of
Science and
Technology in
the Philippines
External Influences
• Foreign Colonizers
• Trades with Foreign
Countries
• International Economic
Demands
 NCRP clustered four policies mainly:

 1. Social Sciences, Humanities, Education,

International Policies and Governance.

 2. Physics, Engineering and Industrial Research,

Earth and Space Sciences and Mathematics.

 3. Medical, Chemical and Pharmaceutical Sciences.

 4. Biological Sciences, Agriculture and Forestry.

 DOST Programs:

 1. Providing fund for basic research and patents related to

S&T.
 2. Providing scholarships for undergraduate and graduate
studies of students in the field of S&T.
 3. Establishing more branches of the Phil. Science High
School System.
 4. Creating S&T parks.
 5. Balik Scientist Program
 6. S&T parks in academic campuses.
 7. Establishment of the National Science Complex and
National Engineering Complex in UP Diliman.
 In terms of education:

 1. Special Science Class (SSC) and special science

elementary schools

 2. K12 STEM track

 CHED-PICARI – Commission on Higher Education –

Philippine-California Advance Research Institute Project. The
aim is to allow several higher education institutions in the
Philippines and some US-based laboratories, research
institutes and universities to work of research and projects
related to science, agriculture, engineering, health and
technology.
 The Philippine Congress have created laws
related to science and technology.

 Assignment:
 1. Search at least 2 laws related to science
and technology in our country. How are these
laws are implemented?
National Goals

International
Treaty SCIENCE AND
TECHNOLOGY
• Policies
Legal • Programs
Frameworks • Projects

Social Needs,
Issues
and Problems
 Science Education in the
Philippines
 The Concept of Science Education

 Science education focuses on teaching, learning and

understanding science.

 Teaching science – finding ways on how to effectively

teach science (exploring pedagogical theories and
models)

 Learning science – includes pedagogy and the most

interesting aspect which is helping students
understand and love science.
 Science Education in Basic and
Tertiary Education
 Basic Education
 Students must learn important concepts and
facts that are related to everyday life.

 Skills includes:
 1. Process skills
 2. Critical thinking
 3. Life skills
 Science Education in Basic and
Tertiary Education
 Basic Education
 Science education also develops positive attitudes
such as:
 1. Love for knowledge
 2. passion for innovative things
 3. Curiosity to study about nature
 4. creativity

 This makes a strong foundation in science and for

considering a science-related career in the future.
 Science Education in Basic and
Tertiary Education
 Tertiary education
 Science education deals with developing
students’ understanding and appreciation of
science ideas and scientific works.

 This is done by offering basic science courses

in the General Education Curriculum.
Science Schools in the Philippines

 1. Philippine Science High School System

(PSHSS)
 A government program under Department of
Science and Technology (DOST).

 The mandate is to offer free scholarship basis

for secondary courses with special emphasis
on subject pertaining to sciences with the end-
view of preparing its students for a science
career (R.A. No. 3661).
Science Schools in the Philippines

 2. Special Science Elementary Schools

(SSES) Project

 Pursuance to Deped Order No. 73 s. 2008 and

DepEd Order No. 51 s. 2010.

 60 schools nationwide participated.

Science Schools in the Philippines
 2. Special Science Elementary Schools (SSES) Project

 SSES project aims to develop Filipino children equipped with

scientific and technological knowledge, skills and values.

 Mission:
 1. Provide a learning environment to science-inclined children
through a special curriculum that recognizes the multiple
intelligences of the learners;
 2. Promote the development of lifelong learning skills; and
 3. foster the holistic development of the learners.
Science Schools in the Philippines

 2. Special Science Elementary Schools

(SSES) Project

 The subject Science and Health is taught in

Grade 1 with a longer time compared to other
subjects.

 70 minutes for Grade I to III and 80 minutes for

Grade IV to VI.
Science Schools in the Philippines

 3. Quezon City Regional Science High School

 4. Manila Science High School

 First Science High School in the Philippines
which was established on October 1, 1963.
 The aim of the MSHS is to produce scientist
with souls. In order to d this, they added
humanities courses and other electives.
Science Schools in the Philippines
 5. Central Visayas Institute Foundation
 The home and pioneer of the prominent school-
based innovation known as the Dynamic Learning
Program (DLP).

 DLP – a synthesis of classical and modern

pedagogical theories adapted to foster the highest
level of learning, creativity and productivity.

 The school takes pride in its Research Center for

Theoretical Physics (RCTP) established in 1992.
 Assignment:

 What are other government programs and

project available for science education in the
Philippines?

 Are there any private schools with outstanding

science education programs? Identify and
compare their science education programs
with public science schools.
 INDIGENOUS SCIENCE AND
TECHNOLOGY IN THE PHILIPPINES
Chapter 1 – Lesson 4
 Indigenous Knowledge System

 Some examples of indigenous knowledge that are

thought and practiced by indigenous people are:

 1. predicting weather conditions and seasons

using knowledge in observing animals’ behaviour
and celestial bodies;

 2. using herbal medicine;

 3. preserving foods;
 Indigenous Knowledge System

 4. classifying plants and animals into families

and groups based on cultural properties;

 5. preserving and selecting good seeds for

planting;

 6. using indigenous technology in daily lives;

 7. building local irrigation systems;

 Indigenous Knowledge System

 8. classifying different types of soil for planting

based on cultural properties;

 9. producing wines and juices from tropical

fruits; and

 10. keeping the custom of growing plans and

vegetables in the yard.
 Indigenous Science
 Complex array of knowledge, expertise, practices
and representations that guide human societies in
their enumerable interactions with the natural
milieu: agriculture, medicine, naming and
explaining natural phenomena and strategies for
coping with changing environments (Pawilen,
2005).

 It includes everything from metaphysics to

philosophy and various practical technologies
practiced by indigenous peoples both past and
present.
 Indigenous Science
 Science is a part of culture, and how science is
done largely depends on the cultural practices of
the people (Iaccarino, 2003).

 Develops desirable values that are relevant or

consistent to scientific attitudes as identified by
Johnston (2000)
 1. motivating attitudes;
 2. cooperating attitudes;
 3. practical attitudes; and
 4. reflective attitudes
 Indigenous Science
 It develops diverse structures and content
through the interplay between society and the
environment (Pawilen, 2005).
 INDIGENOUS SCIENCE

Uses Science Composed of

Process Skills Guided by Traditional
Community Culture Knowledge
and Values

The concept of Indigenous Science (Pawilen, 2006)

 Indigenous Science
 1. Indigenous Science uses science process skills
such as observing, comparing, classifying,
measuring, problem solving, inferring,
communicating and predicting.

 2. Indigenous science is guided by culture and

community values such as the following:
 A. The land is the source of life. It is a precious
gift from the creator.
 B. The earth is revered as “Mother Earth”. It is the
origin of their identity as people.
 Indigenous Science
 C. All living and non-living things are interconnected
and interdependent with each other.
 D. Human beings are stewards or trustee of the land
and other natural resources. They have a
responsibility to preserve it.
 E. Nature is a friend to human beings – it needs
respect and proper care.

 3. Indigenous science is composed of traditional

knowledge practiced and valued by people and
communities such as ethno-biology, ethno-medicine,
indigenous farming methods and folk astronomy.