1. SCIENCE EDUCATION IN PHILIPPINE SOCIETY SITTIE AINA S.

PAGADOR

2. Early Major Projects and Activities

3. EARLY EFFORTS TO IMPROVE SCIENCE EDUCATION •As early as decade of the 1950s, scientist were concerned with the
state of science education in the schools. Leading scientist made Philippine authorities aware that the teaching of science
from grade school level to college levels in both public and private schools was very inadequate.

4. Philippine Association for the Advance of Science – annual conference which it focuses on the training of science
teachers and teaching of science. - It also called the importance of the growth of science consciousness in the general
population and the need to remedy the shortage of scientist in the country. 1957 – The Philippine government made the
teaching of science compulsory in all elementary and secondary schools.

5. National committee for Science Education – set up in 1958 to formulate objectives for teaching of science education at
all levels and to recommend steps that would upgrade the teaching of science.

6. The committee identified the following areas to which improvement efforts were needed. a. Integration of science
with classroom instruction b. Acquisition of more science equipment and tools c. Coordination of efforts with other
agencies d. Negotiation for a science institute for teachers e. National science talent search and fellowship f. Higher
salaries of science and mathematics

7. Clark Hubler – a science educator of Wheelock College in Boston, Massachusetts and Fulbright fellow in the Philippines
in 1963-1964, noted some salient characteristics of science education in the country – language problem. - 3 language
had to be learned by the students Filipino, English, Spanish - 4 language for Tagalog provinces local dialect, Filipino,
English, Spanish - 5 languages for those not spoken local dialect in their home. - He cited that the ratio of books is 1:4 in
Manila public schools and 1:10 in the rest of the country.

8. THE BSCS ADAPTATION PROJECT - The secretary of Education had earlier set up a National Committee in Science
Education to formulate objectives for teaching of science at the three instructional level and recommended action that
would upgrade the teaching of science. a. Subject matter competence of teachers b. The curriculum materials c.
Laboratory equipment and science facilities in schools.

9. According to the survey on the status of science teaching in the Philippines and in U.S. conducted by the committee
created by the NSDB. The committee found that all levels of science instruction, elementary, secondary and tertiary had
in common the following weaknesses and a lack of: 1. Adequate equipment and facilities in the laboratories 2. Up-to-date
and adequate textbooks, publications and reference materials 3. Qualified and imaginative teachers 4. Provision for
systematic upgrading of teachers

10. 1960s – a group of biological educators at the University of Philippines organized themselves into a team to adapt the
Biological Science Curriculum Study (BSCS) Green Version – introduce to students to the living world and sought to
provide him with biological information as may be necessary and useful as he lives his life.

11. 1962 – Adaptation on green version laboratory manual. - BSCS donated 1,600 copies of the BSCS green version
textbook, experimental edition. - Green version laboratory manual were tried out in ten (10) public high schools for a full
school year.

12. The BSCS adaptation project was an exercise in curriculum development involved: - Writer-specialist - Classroom
teachers - Administrators - Illustrators and biology educators

13. Harry Case – head of the Ford Foundation; recommended the Philippines educational leaders for the remarkable
degree of cooperation in the establishment of the Science Teaching Center at the University of the Philippines September
25, 1964 – U.P. grant by the Ford Foundation providing $310,000 over a two-year period of the Science Teaching Center.

14. R.A 5506 - an Act establishing Science Education Center (SEC) as a permanent unit of the University of the Philippines.
This act earn marked 250,000 pesos annual from the national especial science fund for the support of the center.

15. The following are the activities were included in the summer institute to achieve the mention competences: a.
discussion of the objectives of the materials b. discussion and practice in writing instructional objectives c. study,
discussion and demonstration lessons of the process of science d. Study and discussion of the basic concepts include in
the materials. This section include updating and increasing the teacher’s background knowledge in

16. e. Performing selected laboratory exercises from the new materials f. Constructing simple teaching aids needed in
teaching the materials g. Teaching sample classes followed by critique and discussion of the lesson taught h. Pre and post
testing of the teachers participants. The test include ‘proces’ and ‘content’ items.

17. Preparing final edition RevisionEvaluationTryout Teacher training writing- developing the experiment al edition
18. OTHER NATIONAL ACTIVITIES Philippine Association of Science Teachers (PAST) -

19. THE SCIENCE EDUCATION PROJECT (SEP) A major project that would have the following objectives: 1.Improvement of
pre-service, in-service education of science/mathematics teachers, 2. Local development of science textbooks and
equipment, 3. Evaluation of locally produced materials, 4. Research on teaching-learning process.

20. Master of Arts in Teaching (MAT) – it was part of the national project of SEP. - MAT scholarship were granted to
institutions rather to individuals. - Its objectives was to develop within each institution a corps of science educators
committed to the improvement of science teacher training programs at the undergraduate, graduate and in-service.

21. SEP effort to improve science education in the county: 1.Dissemination of improved curricula, teaching techniques
and approaches in science and mathematics on the basic levels of education through the introduction of new curriculum
and application of new teaching technique and approaches by the returned MAT trainees and teachers that they teach.

22. 2. Quality science and math education programs in the recipient-sponsor institutions through new and improved
course offerings and a generally improved teacher education programs.

23. The five Regional Science Teaching Center (RCTC’s): 1.Notre Dame University in Marbel, Cotabato – established earlier
with the assistance of a Ford Foundation grant. 2. Ateneo de Davao College 3. Silliman University 4. St. Louis University 5.
Aquinas University

24. SCIENCE EDUCATION IN THE 1940’S - After World War II, the emergency curriculum made possible the
accommodation of a 120 pupils in an elementary level. - Secondary level general curriculum replaced the type A & B
curricula. Home economics, national language and vocational courses became required course for all years except for
geometry, advanced algebra and physics which became optional courses.

25. - No science offered in grade 1 to 4 of elementary level - 30 minutes allotted for science and arithmetic in
intermediate levels (grade 5 & 6) - One teacher handled of 60 pupils in the morning & another teacher in the afternoon
for 60 pupils (in the same room)

26. 1946 – General secondary curriculum was enforced in all third and fourth year classes of public schools. Physics,
chemistry and advanced algebra were optional. 1948-1949 – the educational Act of 1948 seeking restore grade 7 drafted
but it remained unacted.

27. 1949-1950 – community school movement started in Iloilo and Bohol. - Classroom instruction emphasized functional
and social values of the subject matter and activities dealt with understanding and appreciation of simple facts and
methods, activities in the form of observation, experimentation, critical thinking, planning and participating in the
experiments. - Secondary level was emphasized in such activities as health, sanitation, community and home
beautification.

28. SCIENCE EDUCATION IN THE 1950s

29. Bulletin No. 27 s. 1953 - issued by the Bureau of Public Schools to assist teachers do science activities with their
pupils. - Strengthen curriculum development efforts, - laboratories establish instead of one center General Office -
Branches centers was establish in the Philippine Normal School and 8 public normal schools (Iloilo, Cebu, Albay, Ilocos
Norte, Pangasinan, Bukidnon, Zamboanga and Leyte.

30. Bulletin N. 15 s. 1954 – Construction of Science laboratory apparatus in Vocational shops. - Biology became a live
subject with community school projects in health and sanitation, food production and home beautification - Physics –
application in mechanical and

31. DEVELOPMENT IN THE 1960S - Emphasis in the objectives of instructional procedures and evaluation. - Educational
objectives, cognitive, affective and psychomotor was given prominence in teacher education course and summer
institute. - Chemistry was newly introduced subject in the public high schools and teachers needed the training because
many of those teaching this subject had no specialization in it.

32. - During this decade some agencies assisted in the training of science teacher. - The first part of four-year in-service
training program in the use of Filipino as medium of instruction grade 1 for non-Tagalog provinces and grade 3 for
Tagalog provinces/ - Launched in 22 regional in-service education centers.

33. - Summer institute also focused on certain issues related to the improvement of science and math education a.
Relevance of course to the day functions of teachers b. Teachers should let the students do science instead of teaching
about science c. Students should provide with instructional materials that illustrate current accepted concepts about
science teaching
34. Behavioral objectives:  Instructional procedures – emphasized students experience which contributed to the
attainment of the stated goals.  Evaluation – used to reinforce the students’ learning experiences. Test critical thinking
skills, analysis, application and other cognitive skills. 1967 – NEDA assisted a program which prepared/revised/refined
syllabi for teaching English, Pilipino, Mathematics, Science and Economics.