GE 7

Science, Technology
and Society
MODULE 2 :
LESSON 3: SCIENCE EDUCATION IN THE PHILIPPINES
LESSON 4: INDIGENOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

ASSESSMENT ON: APRIL 4 (MONDAY), 2022

Via google form. Link will be posted at official Facebook page

RELEASED ON: MARCH 21 (MONDAY), 2022 DUE ON: APRIL 4 (MONDAY), 2022
 LESSON 3
SCIENCE EDUCATION IN THE PHILIPPINES

LESSON OBJECTIVES
At the end of this lesson, the students should be able to:
• discuss the concept of science education; and
• identify science schools established 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 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 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, 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 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.
MODULE 2: LESSON 3 ACTIVITY 1
Name: _______________________________________________________________________ Score: ______________
Course/Year/Section: _____________________________________________________

INSTRUCTIONS:
1. Answers MUST NOT BE COPY/PASTE from the Internet. If proven guilty of such act, the answer/s is/are
invalid or no points at all.
2. DO NOT COPY or/and SHARE your answers. If proven guilty of such act, both parties’ answers are void.
3. Submit on or before the deadline.
4. Your answer/s may be in word document or hand written.
5. Submit your answer sheet by uploading (.docx file, PDF or “pictures” for the hand written) via google form.
(See the last page for the link)
6. All files must be in a maximum of 10MB in total.
7. DO NOT FORGET TO WRITE YOUR NAME, YEAR AND SECTION before your answer/s.

Instructions:
1. Explain the following questions
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.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
SUMMARY

Science education deals with the teaching and learning of science and in helping the public
develop science literacy. This is important in the promotion and development of science and
technology in the country. Science education deals with the development of people in science, which
is the heart of science, technology, and society.
This lesson focused on discussing the concept of science education and introduced science
education in the Philippines from basic education to tertiary education. To promote science
education, science schools were established to develop gifted students in science and mathematics,
such as the Philippine Science High School System (PSHSS), Manila Science High School, Quezon
City Regional Science High School, and the Special Science Elementary Schools Project. Science
programs and projects were organized and developed to nurture innovation in science in the country,
and to encourage individuals to pursue careers and research in science and technology.

REFERENCES

Carale, L.R., & Campo, P.C. (2003). Concept Development in Filipino Children: The Circulatory System. Quezon City:
University of the Philippines, National Institute of Science and Mathematics Education.
Central Visayas Institute of Technology. (2013). "Science Curriculum for K-12.” Accessed January 26, 2017.
http://cvif.awardspace.com/Department of Education.
Department of Education. (2002). “Primer on 2002 Elementary Education Curriculum.
Department of Education. (2002). "The 2002 Basic Education Curriculum”.
Department of Education Order 57 s. 2011. “Policy Guidelines in the Implementation of the Special Science
Elementary Schools (SSES) Project."
Knight, D. (1986). The Age of Science: The Scientific World-view in the Nineteenth Century. Oxford: Basil Blackwell
Inc.
Lind, K.A. (1997). "Science in the Developmentally Appropriate Integrated Curriculum." In C.H. Hart, D.C. Burts,
and R. Charlesworth, (Eds.), Integrated Curriculum and Developmentally Appropriate Practice: Birth to Age Eight.
(pp. 75-101). New York: State University of New York Press.
Marx, G. (1994). "Shortcut to the Future." In B. Jennison and J. Ogborn, (Eds.), Wonder and Delight: Essays in Science
Education in Honor of the Life and Work of Eric Rogers 1902-1990. (pp. 5-18). London: Institute of Physics Publishing.
Manila Science High School. Accessed January 26, 2017. http:// manilascience.edu.ph/.
Meador, K.S. (2005). "Thinking Creatively About Sience: Suggestions for Primary Teachers." In S. Johnson and J.
Kendrick, (Eds.), Science education for Gifted Students (pp. 13-22). Texas: Prufrock
Press, Inc. Quezon City Regional Science High School. Accessed January 26, 2017. http://quesci.com/
Tilghman, S.T. (2005). Strange Bedfellows: Science, Politics, and Religion. A George Romanes Lecture presented at
Oxford University.
Worth, K. & Grollman, S. (2003). Worms, Shadows, and Whirlpools: Science in the Early Childhood Classroom.
Newton, MA: Educational Development Center Publication.

Disclaimer: The School and the instructor do not claim any rights or ownership of the information
found in the learning material or module. It is a compilation from different resources which are
listed in the reference section this is solely for educational purposes only.
 LESSON 4
INDIGENOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

LESSON OBJECTIVES
At the end of this lesson, the students should be able to:
• discuss the concept of indigenous science; and
• discuss the contribution of indigenous science in the development of science and
technology in the Philippines.

INTRODUCTION

This lesson focuses on indigenous science and technology in the Philippines. 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 System

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 animals'
behavior and celestial bodies;
• using herbal medicine;
• preserving foods;
• classifying plants and animals into families and groups based on cultural properties;
• preserving and selecting good seeds for planting;
• using indigenous technology in daily lives;
• building local irrigation systems;
• classifying different types of soil for planting based on cultural properties;
• producing wines and juices from tropical fruits; and
• keeping the custom of growing plants and vegetables in the yard.
Indigenous Science
Indigenous science is part of the indigenous knowledge system practiced by different groups
of people and early civilizations (Gribbin, 2001; Mkapa, 2004; Sibisi, 2004). It includes complex
arrays 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).
Ogawa (1995) claimed that it is collectively lived in and experienced by the people of a given
culture.
According to Cajete (2004), indigenous science includes everything, from metaphysics to
philosophy and various practical technologies practiced by indigenous peoples both past and
present. Iaccarino (2003) elaborated this idea by explaining that science is a part of culture, and
how science is done largely depends on the cultural practices of the people.
Indigenous beliefs also develop desirable values that are relevant or consistent to scientific
attitudes as identified by Johnston (2000), namely: (1) motivating attitudes; (2) cooperating
attitudes; (3) practical attitudes; and (4) reflective attitudes. These cultural beliefs therefore can
be good foundation for developing positive values toward learning and doing science and in
bringing science in a personal level.
Pawilen (2005) explained that indigenous science knowledge has developed diverse
structures and contents through the interplay between the society and the environment. According
to Kuhn (1962), developmental stages of most sciences are characterized by continual competition
between a number of distinct views of nature, each partially derived from, and all roughly
compatible with the dictates of scientific observation and method. Sibisi (2004) also pointed out
that indigenous science provides the basics of astronomy, pharmacology, food technology, or
metallurgy, which were derived from traditional knowledge and practices.
Pawilen (2006) developed a simple framework for understanding indigenous science.
Accordingly, indigenous science is composed of traditional knowledge that uses science process
skills and guided by community values and culture.

GUIDED BY
Community
Culture and Values
USES COMPOSED OF
Science Process Traditional
Skills Knowledge

INDIGENOUS
SCIENCE

Figure 6. The Concept of 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:
• The land is a source of life. It is a precious gift from the creator.
• The Earth is revered as "Mother Earth.” It is the origin of their identity as people.
• All living and nonliving things are interconnected and interdependent with each other.
• Human beings are stewards or trustee of the land and other natural resources. They have
a responsibility to preserve it.
• 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.
Indigenous science is important in the development of science and technology in the
Philippines. Like the ancient civilizations, indigenous science gave birth to the development of
science and technology as a field and as a discipline. Indigenous science helped the people in
understanding the natural environment and in coping with everyday life. UNESCO's Declaration
on Science and the Use of Scientific Knowledge (1999) recognized indigenous science as a historical
and valuable contribution to science and technology.

SUMMARY

This lesson discussed the concept of indigenous knowledge and its influence to the
development of indigenous science. The communities in the Philippines have maintained vast
amounts of indigenous knowledge, cultural practices, traditions, and beliefs. These include
beliefs and practices ranging from different areas such as health, environment, peace and order,
agriculture, food production, astronomy, music, and literature. The indigenous knowledge
system of the people served as the foundation for the development of indigenous science.

Even before the time of the Spanish colonization in the Philippines, various people and
communities already practiced science. They invented tools and built structures, studied the
medicinal uses of plants, observed heavenly bodies to predict seasons and weather, and used
indigenous science in agriculture. These are considered indigenous science, which is one of the
foundations of modern science.
MODULE 2: LESSON 4 ACTIVITY 1
Name: _______________________________________________________________________ Score: ______________
Course/Year/Section: _____________________________________________________

INSTRUCTIONS:
1. Answers MUST NOT BE COPY/PASTE from the Internet. If proven guilty of such act, the answer/s is/are
invalid or no points at all.
2. DO NOT COPY or/and SHARE your answers. If proven guilty of such act, both parties’ answers are void.
3. Submit on or before the deadline.
4. Your answer/s may be in word document or hand written.
5. Submit your answer sheet by uploading (.docx file, PDF or “pictures” for the hand written) via google form.
(See the last page for the link)
6. All files must be in a maximum of 10MB in total.
7. DO NOT FORGET TO WRITE YOUR NAME, YEAR AND SECTION before your answer/s.

Instructions: Explain the following questions

2.
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?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
 REFERENCES

Cajete, G. (2004). "A Multi-contextual Model for Developing Culturally Responsive Indigenous
Science Curricula." Paper presented at the Science and Mathematics in Pacific Rim Nations
Conference. University of Hawaii - Manoa. October 14-17, 2004.
Gribbin, J. (2003). Science: A History. London, UK: Penguin Books.
Iaccarino, M. (2003). Science and Culture. EMBO Reports, 4, 220-223.
Johnston, J. (2000). "Making Sense of the National Criteria." In Science 3-6: Laying the
Foundations in the Early Years. (pp. 7-14). Baldock, UK: Association for Science Education.
Kuhn, T. S. (1962). The Structure of Scientific Revolution. (3rd. Ed.)
Chicago: University of Chicago Press.
Mkapa, B. (2004). "Indigenous Knowledge - A Local Pathway to Global Development." In
Indigenous Knowledge Local Pathways to
Global Development: Making Five Years of the World Bank Indigenous Knowledge Development
Program. (pp. 1-3). Washington, D.C.: The World Bank.
Ogawa, M. (1995). "Science Education in a Multiscience Perspective." In Science Education, 79,
583-593.
Pawilen, G.T. & Sumida, M. (2005). “Using Indigenous Knowledge as a Foundation for Developing
a Science-Based Curriculum for Community Kindergarten Schools in Northern Philippines.”
Published in the International Journal of Early Childhood Education. 11, 2. 31-50.
Sibisi, S. (2004). "Indigenous Knowledge and Science and Technology: Conflict, Contradiction or
Concurrence?" In Indigenous Knowledge Local Pathways to Global Development: Making Five
Years of the World Bank Indigenous Knowledge Development Program. (pp. 34-38). Washington,
D.C.: The World Bank.

Disclaimer: The School and the instructor do not claim any rights or ownership of the information
found in the learning material or module. It is a compilation from different resources which are
listed in the reference section this is solely for educational purposes only.
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