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paper. is logical. missing, or if thoughts.

- Conclusion is provided, does
logical and flows not flow from
from the body of the body of the
the paper. paper.
Grammar, - Rules of - Rules of - Paper - Paper
Punctuation & grammar, usage, grammar, contains few contains
Spelling and punctuation usage, and grammatical, numerous
are followed; punctuation punctuation grammatical,
spelling is correct. are followed and spelling punctuation,
with minor errors. and spelling
errors. errors.
Spelling is
correct.

LESSON 2. Famous Filipinos in the Field of Science

The following are Filipino personalities who have made significant
contributions in Philippine science. They are famous in different science disciplines:
agriculture, mathematics, physics, medicine, marine science, chemistry, engineering
and biology.
1. Ramon Cabanos Barba- for his outstanding research on tissue culture in
Philippine mangoes
2. Josefano Cacas Comiso- for his works on observing the characteristics of
Antartica by using satellite images
3. Jose Bejar Cruz Jr.- known internationally in the field of electrical
engineering
4. Lourdes Jansuy Cruz- notable for her research on sea snail venom
5. Fabian Millar Dayrit- for his research on herbal medicine
6. Rafael Dineros Guerrero III- for his research on tilapia culture
7. Enrique Mapua Ostrea Jr. – for inventing meconium drug testing
8. Lilian Formalejo Patena- for doing research on plant biotechnology
9. Mari-Jo Panganiban Ruiz – for being an outstanding educator and graph
theorist
10. Gregory Ligot Tangonan – for his research in the field of communications
technology
11. Fe Villanueva del Mundo- was a Filipino paediatrician, the founder of the
first pediatric hospital in the Philippines
12. Eduardo Quisumbing- was a Filipino biologist, a leading authority of plants
in the Philippines
13. Gavino Cajulao Trono Jr. – is a Filipino biologist dubbed as the “Father of
Kappaphycus farming”.

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14. Maria Orosa Ylagan- was a Filipino food technologies, pharmaceutical

chemist, humanitarian and war heroine.
Other outstanding Filipino scientists who are recognized here and abroad for
their outstanding contributions in science:
 Caesar A. Saloma – an internationally renowned physicist
 Edgardo Gomez- famous scientist in marine science
 William Padolina- chemistry
 Angel Alcala- marine science

Many of these Filipino scientists are products of good school science. It

means they were taught and inspired by great teachers. Their interests in science
started to manifest during their childhood years. Their natural environment ignited
their curiosity to learn more about the natural and physical environment. Schools
and the laboratories where they studied and worked nurtured this.

Individual Interest in SCHOOL SCIENCE SCIENCE

Science LABORATORIES

(TEACHERS AND
Family LEARNING (REAL-LIFE
ENVIRONMENT) CONTEXT)
Natural Environment

FILIPINO SCIENTISTS
Fig.4. Factors that Influence the Development of Filipino Scientists

Many Filipino scientists, whether they are in the country or abroad, always
excel in their job. The Filipino spirit in their souls has never faded. They continue to
bring honour to the country. They make ordinary things in an extraordinary way.
They are always at par with other scientists in spite of the limited facilities we have
here in the country.

LEARNING ACTIVITY 2. Get to Know More Filipino Scientist!

(Lesson Check – Up)

Identify atleast three (3) other Filipino scientist. Research on their

contributions in the field of science. Examine what made them pursue a
career in science. Submit your output through word or pdf format at
_________________.

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LESSON 3. Science Education in the Philippines

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 other hand, includes both pedagogy and the 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.
 According to John Dewey, getting deeper into the discourse of science
education, stressed the importance of utilizing the natural environment to
teach students. (as cited in Serafica, J. et al. 2018, p36). 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
expresses that science is going to be one of the most important school
subjects in the future. (as cited in Serafica, J. et al. 2018, p36).
 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 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 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, including important skills such as
process skills, critical thinking skills and life skills that are needed in coping up
with daily life activities.
 Science education also develops positive attitude such as: love for
knowledge, passion for innovative things, curiosity to study about nature, and
creativity.
 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.

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 Science education in the tertiary level also focuses in 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 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,
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 and 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.
- The SSES Project aims to develop Filipino children equipped with
scientific and technological knowledge, skills and values. Its mission is to:
1. provide 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.

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- The subject Science and Health is taught in Grade I with a longer time
compared to other subjects: 70 minutes for Grades I to III and 80 minutes
for Grade 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 toserve as a venue in providing maximum
opportunities for science-gifted students to develop spirit of inquiry and
creativity.
- It is well supported by the local government unit and by the Parents and
Teachers Association (PTA) and 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 scientist with souls. In order to do this, humanities
courses and other electives are included in their curriculum. Students are
also encourage 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 enrol. 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.

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- The school takes pride in its Research Center for Theoretical Physics
(RCTP) establish 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.

LEARNING ACTIVITY 3. Let us Dig Deeper!

(Lesson Check – Up)

Are there private schools with outstanding science education programs?

Identify and compare their science education programs with public science schools.
Submit your output through word or pdf format at _________________.

Rubrics for the Activity

Developing
Criteria Exemplary (5) Proficient (4) Emerging (3)
(2)
Content & - Content is - Content is - Content is
Development comprehensive, accurate and - Content is not incomplete.
accurate, and persuasive. comprehensive and - Major points
persuasive. - Major points are /or persuasive. are not clear.
- Major points are stated. - Major points are -Specific
stated clearly and are - Responses are addressed, but not examples are
well supported. adequate and well supported. not used.
- Responses are address topic. - Responses are
excellent, timely and - Content is clear. inadequate or do
address topic. -Specific examples not address topic.
- Content is clear. are used. -Specific examples
-Specific examples do not support
are used. topic.

Organization & -Structure of the - Structure is - Structure of the Organization

Structure paper is clear and mostly clear and paper is not easy to and structure
easy to follow. easy to follow. follow. detract from
- Transitions are - Transitions are - Transitions need the message.
logical and maintain present. improvement. - Writing is
the flow of thought - Conclusion is - Conclusion is disjointed and
throughout the paper. logical. missing, or if lacks transition
- Conclusion is logical provided, does not of thoughts.
and flows from the flow from the body
body of the paper. of the paper.

Grammar, - Rules of grammar, - Rules of - Paper contains - Paper

Punctuation & usage, and grammar, usage, few grammatical, contains
Spelling punctuation are and punctuation punctuation and numerous
followed; spelling is are followed with spelling errors. grammatical,
correct. minor errors. punctuation,
Spelling is correct. and spelling
errors.

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LESSON 4. Selected Indigenous Science and Technologies

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. This 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’ behaviour and celestial bodies;
 using herbal medicine;
 preserving foods;
 classifying plants and animals into families and groups based on cultural
properties;
 preserving and selecting good seed for planting;
 using indigenous technology in daily lives;
 building 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
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 people both past and present.
 Laccarino (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.

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 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 develop
diverse structures and contents through the interplay between the society and
the environment.
 According to Kuhn, 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.(as cited in Serafica, J. et al. 2018, p44).
 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 develop 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.

INDIGENOUS SCIENCE

uses guided by
composed of
Science process Skills Community Culture and Values Traditional Knowledge

The Concept of Indigenous Science

a. Indigenous science uses science process skills such as observing,
comparing, classifying, measuring, problem solving, inferring, communicating
and predicting.
b. 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.

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c. 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.
Please click/ visit the link below:
To know more about
Indigenous Cultures of the https://www.youtube.com/
Philippines, check the given watch?v=drF-Hg_UBo4
link.

READ

LEARNING ACTIVITY 4. More on Indigenous Science!

(Lesson Check – Up)
List down indigenous science practices in your locality. Determine how
it was done and its importance in your community. Submit your output through word
or pdf format at ________________________.

On a clean sheet of paper, write your reflection on the following

questions:
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?

 ASSESSMENT TASK
Insights on Research Priorities
If you were to draw your two (2) top research priorities for the country,
what do you think they should be? Discuss your answer using the
following guide:
a. Title (your chosen research priorities)
b. Objective/s
c. Discussion
d. Your reaction/ insights/ reflections
Submit your output in word or pdf format at. _______.

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The growth of science and its development as a field in the

Philippines is a hybrid of indigenous and foreign ideas. Spain and the
United States, being the former colonial masters of the country, played an
important role in building the foundation of science in the Philippines. To
further strengthen the science program in the Philippines, the government
establishes various science programs, policies, and projects. Through the
years, many Filipinos were able to establish themselves as scientists and
science educators in various scientific areas and fields. Invention and
innovations were done by these Filipino scientists. Finally, the demands of
globalization, prompted the Philippines to invest in science and technology
programs and projects.

 REFERENCES:
• A Glimpse into Three Indigenous Cultures of the Philippines. June 3, 2011.
Accessed at: https://www.youtube.com/watch?v=drF-Hg_UBo4
• Aksyon para sa Ambisyon: Philippine Development Plan 2017-2022.
Accessed June 20, 2020 at:
https://www.youtube.com/watch?v=qjWyOnp4LCs
• DOST. 2018. Harmonized National Research and Development Agenda
2017-2022. Accessed June 20, 2020 at
https://chedresearch.files.wordpress.com/2017/11/dost.pdf
• History of Science and Technology in the Philippines. March 20, 2019.
Accessed at: https://www.youtube.com/watch?v=o1T0ZwqSP3U
• Major Development Programs and Personalities in Science and Technology in
the Philippines. Accessed June 20, 2020 at:
https://www.scribd.com/presentation/415030084/Major-Development-
Programs-and-Personalities-in-Science-and-1
• Philippines Then and Now. Accessed June 20, 2020 at:
https://www.youtube.com/watch?v=Zi_yWetmdtA
• Science and Technology in the Philippines. Accessed June 20, 2020 at:
https://www.slideshare.net/kechai28/science-and-technology-in-the-
philippines
• Sendai Framework at a Glance. Accessed at:
https://www.preventionweb.net/sendai-framework/sendai-framework-for-drr/at-
a-glance
• Serafica, Janice Patria J., Pawilen, Greg T., Caslib Jr., Bernardo N. and Alata,
Eden Joy P. 2018. Science, Technology, and Society. Rex Book Store, Inc.
• UNESCO and Sustainable Development Goals. Accessed June 20, 2020 at:
https://en.unesco.org/sustainabledevelopmentgoals

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