GE 7

SCIENCE, TECHNOLOGY AND

SOCIETY

1st Semester S.Y. 2020 - 2021

MODULE 3
LESSON 1: Science Education in the Philippines
LESSON 2: Indigenous Science and Technology in the Philippines

Prepared by:

MA. ROSARIO S. ROTE, MA Physics

Faculty, College of Arts & Sciences
Head, Natural Sciences Department

JOEL J. MELENDRES, MS Biology

Faculty, College of Arts & Sciences
Natural Sciences Department

JAMES Y. BALASABAS, LPT

Faculty, College of Arts & Sciences
Natural Sciences Department
MODULE 3
 TITLE OF SUBJECT: SCIENCE, TECHNOLOGY AND SOCIETY
Major Topic: Science Education in the Philippines

INTRODUCTION

The Philippines is trying its best to improve the state of science education in the
country. This lesson will discuss the concept of science education and will identify some
strategies to promote science education in the country. One of the strategies is to establish
science schools that will encourage students to pursue their career in science and technology
and to nurture their gifted potentials in science.

Source:
Serafica, J. J., Pawilen, G. T., Caslib, Jr., B. N., & Alata, E. P. (2018). Science, Technology, and
Society. Sampaloc City, Manila: Rex Book Store, Inc.

COURSE LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

1. develop intellectual competencies (2.4.1.1);
2. personal and civic competencies (2.4.1.2),
3. Practical responsibilities (2.4.1.3) and;
4. Ethical responsibilities (2.4.1.4). (CMO 08 series of 2017)

CONTENTS OF THE MODULE

This module is composed of two lessons:
Lesson 1: Science Education in the Philippines
Lesson 2: Indigenous Science and Technology in the Philippines

GUIDELINES ON THE PROPER USAGE OF THE MODULE

Please follow the guidelines listed below in order to fully understand the module.

1. This module consists of two lessons. Each lesson is discussed substantively. Read the
content thoroughly in order to fully understand the content of the lesson.
2. You will find the specific learning outcomes (SLOs) of each lesson on the first page of
each lesson. Read very carefully the SLOs for each lesson because these are the
knowledge and skills you are expected to acquire at the end of each lesson.
3. To acquire the SLOs , the Learning Activities/Exercises (LAEs) must be answered by you
at the end of the lesson.
4. If there are comments, reactions, questions or reflections about the contents found on
this module, feel free to text, call, chat or send an email message to me.
5. I will personally check the practice Task/ Assessment and the Assignment at the end of
each lesson, so you should answer them very carefully.

LESSON 1 – ANCIENT TIMES AND MEDIEVAL/MIDDLE AGES

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the students should be able to:
1.discuss the concept of science education;
2.identify science schools established to promote science education in the Philippines; and
3. Appreciate the significance of science education system in the Philippines.
DISCUSSION

The Concept of Science Education

Science education focuses on teaching, learning, and understanding science. Teaching

science involves developing ways on how to effectively teach science. This means exploring
pedagogical theories and models in helping teachers teach scientific concepts and processes
effectively. Learning science, on the other hand, includes both pedagogy and the most
interesting aspect, which is helping students understand and love science.

Photo credit: letpasser.com Photo credit: philippinesciencecentrum

Understanding science implies developing and applying science-process skills and using science
literacy in understanding the natural world, and
activities in everyday life.

Getting deeper into the discourse of

science education, John Dewey (2001) stressed
the importance of utilizing the natural environment
to teach students. Accordingly, nature must indeed
furnish its physical stimuli to provide wealth of
meaning through social activities and thinking. It is
not surprising therefore that science education is
important. In fact, Marx (1994) opines that science
is going to be one of the most important school
subjects in the future. Photo credit: diwalearningtown.com

Science education is justified by the vast amount of scientific knowledge developed in

this area that prepares citizens in a scientifically and technologically driven world. Science
education provides skills and knowledge that are necessary for a person to live in what Knight
(1986) describes as the age of science and to develop a citizenry that will meet the goals of
science in the society (Tilghman, 2005). Developing a science culture is therefore an immense
responsibility for schools.

Science Education in Basic and Tertiary Education

In basic education, science education helps students learn important concepts and facts
that are related to everyday life Carale & Campo, 2003; Meador, 2005; Worth & Grollman,
2003) including important skills such as process skills, critical thinking skills, and life skills that
are needed in coping up with daily life activities (Chaille & Britain, 2002). Science education also
develops positive attitude such as: the love for knowledge, passion for innovative things,
curiosity to study about nature, and creativity (Lind, 1997). Science education will develop a
strong foundation for studying science and for considering science-related careers in the future.
This is an investment for the country to develop a scientifically cultured and literate citizenry.

In tertiary education, science education deals with developing students’ understanding

and appreciation of science ideas and scientific works. This is done through offering basic
science courses in the General Education curriculum. Science education in the tertiary level also
focuses on the preparation of science teachers, scientists, engineers, and other professionals in
various science-related fields such as engineering, agriculture, medicine, and health science.
The state provides scholarships to encourage more students to pursue science courses.
Science Schools in the Philippines

One outstanding program for science education supported by the government is the
establishment of science schools in various parts of the country. There are also several
government programs implemented by the Department of Education and few private schools for
science education.

Philippine Science High School System (PSHSS)

This is a government
program for gifted students in the
Philippines. It is a service of the
Department of Science and
Technology (DOST) whose mandate
is to offer free scholarship basis for
secondary course with special
emphasis on subjects pertaining to
the sciences, with the end-view of
preparing its students for a science
career (Republic Act No. 3661). The
school maintains a dormitory for all
its students.
Photo credit: evs.pshs.edu.ph

Since its inception, the PSHSS

continues to pursue its vision to develop
Filipino science scholars with scientific
minds and passion for excellence. PSHSS
students have proven to be a beacon of
excellence, courage, and hope for the
country. They have brought honor to the
Philippines through their exemplary
achievements in various international
competitions and research circles. When
the students graduate from the school,
they are expected to pursue degrees in
science and technology at various
colleges and universities locally or
abroad.
Special Science Elementary Schools (SSES) Project
Photo credit: news.abs-cbn.com
The Special Science Elementary Schools (SSES) Project is in pursuance to DepEd Order
No. 73 s. 2008, and DepEd Order No. 51 s. 2010. This project started in June 2007 with 57
identified elementary schools that participated or were identified as science elementary schools
in the country. Since its inception, the number have grown to more than 60 schools nationwide
and this is now its sixth year of implementation.

The SSES Project aims to develop Filipino children equipped with scientific and
technological knowledge, skills, and values. Its mission is to:
 Provide a learning environment to science-inclined children through a special curriculum
that recognizes the multiple intelligence of the learners;
 Promote the development of lifelong learning skills; and
 Foster the holistic development of the learners.

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 Grades IV to VI. The curriculum
also utilizes different instructional approaches that address the learning styles and needs of
the learners like the use of investigatory projects.
 Quezon City Regional Science High School

The School was established on

September 17, 1967. Originally, it was
named Quezon City Science High School. It
was turned into a regional science high
school for the National Capital Region in
1999. The school was s product of a dream
to establish a special science school for
talented students in science and
mathematics. The focus of the curriculum is
on science and technology. The school still
teaches the basic education courses
prescribed by the Department of Education
(DepED) for secondary education. However,
there are additional subjects in sciences
and technology that students should take.
The school envisions to serve as a venue in
providing maximum opportunities for
science-gifted students to develop spirit of
inquiry and creativity. The school is well-
supported by the local government unit and
by the Parents and Teachers Association
(PTA). The school is under the Department
of
Photo credit: sites.google.com
Education.

Manila Science High School

The school was established on October 1, 1963 as the

Manila Science High School (MSHS). It is the first science
high school in the Philippines. The organization and
curriculum of the school put more emphasis on science and
mathematics. MSHS aims to produce scientists with souls. In
order to do this, humanities courses and other electives are
included in their curriculum. Students are also encouraged to
participate in various extracurricular activities. The school
administers an entrance exam, the Manila Science High
School Admission Test (MSAT), for students who wish to
enroll. The MSAT has five parts: aptitude in science, aptitude
test in mathematics, problem-solving test in science,
problem-solving test in mathematics, and proficiency in
English. The school prides itself from producing outstanding
alumni and for winning various national competitions.

Photo credit: wikiwand.com

Central Visayan Institute Foundation

It is the home and pioneer of the prominent school-based

innovation known as the Dynamic Learning Program (DLP). The
DLP is 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, which organizes
small international workshops to foster the informal but intense exchange of ideas and
perspectives on outstanding in Physics and Mathematics.
Photo credit: cvifbohol.com/new-and-events
Source:
Source: wikiwand.com
Serafica, J. J., Pawilen, G. T., Caslib, Jr., B. N., & Alata, E. P. (2018). Science, Technology, and
Society. Sampaloc City, Manila: Rex Book Store, Inc.

LEARNING ACTIVITIES/ EXERCISES

Learning Activity 1 (Think About These Questions)
Directions: Answer the following statements succinctly.

1. Discuss science-related issues and problems in the country.

2. Identify science and technology policies that could be adapted or implemented in the
Philippines.

TEACHER INTERVENTION

If you have questions and you want to clear out something, feel free to call or text me,
or send your message through:
Cellphone Number: 09978164080
Email Address: jbalasabas@aol.com

PRACTICE TASK/ ASSESSMENT

Directions: Answer the following statement succinctly.

1.What other government projects and programs are available for science education in the
Philippines?

FEEDBACK TO ASSESSMENT
Answer to learning exercise 1
Answer varies

ASSIGNMENT

Directions: Answer the following statement succinctly.

1. Are there private schools with outstanding science education programs? Identify and
compare their science education programs with public science schools.
LESSON 2 – INDIGENOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the students should be able to:
1. explain how indigenous science and technology affected today’s society;
2. discuss the concept of indigenous science; and
3. discuss the contribution of indigenous science in the development of science and technology
in the Philippines.

MOTIVATION/PROMPTING QUESTIONS

 What do you think is the role of indigenous science in the development of science and
technology?

DISCUSSION

Filipinos, especially during the early times, tried to invent tools that will help them in
everyday life. They also developed alternative ideas in explaining various phenomena and in
explaining the world around them. This system of knowledge is called indigenous knowledge,
which is the foundation of indigenous science.

Indigenous knowledge is embedded in the daily life experiences of young children as

they grow up. They live and grow in a society where the members of the community
prominently practice indigenous knowledge. Their parents and other older folks served as their
first teachers and their methods of teaching are very effective in transmitting cultural
knowledge in their minds. The lessons they learned are intimately interwoven with their culture
and the environment. These lessons comprised of good values and life stories of people on their
daily life struggles. Their views about nature and their reflections on their experiences in daily
life are evident in their stories, poems, and songs.

Some examples of indigenous knowledge that are taught and practiced by the indigenous
people are:

 PREDICTING WEATHER CONDITIONS AND SEASONS USING KNOWLEDGE IN

OBSERVING ANIMAL’S BEHAVIOR AND CELESTIAL BODIES

Frogs croaks loudly when it’s about to rain.

Photo credit: https://science.howstuffworks.com/

Bowl-shaped moon is often associated with a

period of dry weather.
 Photo credit: www.thebugoutbagguide.com
 USING OF HERBAL MEDICINE

Photo credit: https://herbalph.wordpress.com/

 PRESERVING FOODS

Photo credit: shopee.ph Photo credit: alamy.com

 PRESERVING AND SELECTING GOOD SEEDS FOR PLANTING

Photo credit: retiringtothephilippines.com

Photo credit: notcutts.com

 USING INDIGENOUS TECHNOLOGY IN DAILY LIVES

  BUILDING LOCAL IRRIGATION SYSTEMS
Photo credit: regenerationinternational.org
Photo credit: hauteculturefashion.com

Photo credit: regenerationinternational.org

Photo credit: www.slideshare.net

 PRODUCING WINES AND JUICES FROM TROPICAL FRUIT

Photo credit: pinterest.com

Photo credit: foodandroad.com

 KEEPING THE CUSTOM OF GROWING PLANTS AND VEGETABLES IN THE YARD

Photo credit: licas.news

Photo credit: pia.gov.ph

Source:
Serafica, J. J., Pawilen, G. T., Caslib, Jr., B. N., & Alata, E. P. (2018). Science, Technology, and
Society. Sampaloc City, Manila: Rex Book Store, Inc.
LEARNING ACTIVITIES/ EXERCISES

Learning Exercise 1

1.Identify Filipino indigenous knowledge.

2.Research on the connection of indigenous knowledge to science and technology.

TEACHER INTERVENTION

If you have questions and you want to clear out something, feel free to call or text me, or send
your message through:
Cellphone Number: 09978164080
Email Address: jbalasabas@oal.com

PRACTICE TASK/ ASSESSMENT

Answer the following questions succinctly.

1.What is your understanding of indigenous science?

2.What are the examples of indigenous practices?

3.Why do some people believe in indigenous science?

FEEDBACK TO ASSESSMENT
Learning Exercise 1
Answer varies

ASSIGNMENT

1.Do you think indigenous science should be considered science?

2. What is the role of indigenous science in the development of science and technology?

Source:
Serafica, J. J., Pawilen, G. T., Caslib, Jr., B. N., & Alata, E. P. (2018). Science, Technology, and
Society. Sampaloc City, Manila: Rex Book Store, Inc.