Lesson Objectives

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

 discuss the concept of science education; and

 Identify science schools establish to promote 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.

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. 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.
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 sciences. 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 institute 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.
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
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 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 intelligences 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 Grades 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, school for the
National Capital Region in 1999. The school was a 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 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 puts 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.

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 problems in
physics and mathematics.