Lesson 1- HISTORICAL ANTECEDENTS OF SCIENCE AND TECHNOLOGY

SCIENCE
 human effort to understand better, the history of the natural world and how natural world
works
 done through observation of natural phenomena or through experimentation
 knowledge or study of natural world based on facts learned through experiments and
observation.
TECHNOLOGY
 science or knowledge put into practical use to solve problems or invent useful tools.
HOW IS SCIENCE USED IN TECHNOLOGY?
 Science is the pursuit of knowledge about the natural world through systematic observation
and experiments.
 Through science, we develop new technologies.
 Technology is the application of scientifically gained knowledge for practical purpose.
 Scientists use technology in all their experiments.
SOCIETY
 sum total of our interactions as humans, including the interactions that we engage in to
figure things out and to make things
 group of individuals involved in persistent social interaction, or large social group sharing
the same geographical or social territory, typically subject to the same political authority
and dominant cultural expectations.
SCIENCE TECHNOLOGY AND SOCIETY
 Science and technology studies, or science, technology and society studies (STS) is the
study of how society, politics, and culture affect scientific research and technological
innovation, and how these, in turn, affect society, politics and culture.
SCIENCE AND TECHNOLOGY STUDIES
 STS is a relatively recent discipline, originating in the 60s and 70s, following Kuhn’s The
Structure of Scientific Revolutions (1962).
 STS was the result of a “sociological turn” in science studies.
 STS makes the assumption that science and technology are essentially intertwined and
that they are each profoundly social and profoundly political

THE ROLE OF SCIENCE AND TECHNOLOGY

1. alter the way people live, connect, communicate and transact, with profound effects on
economic development.
2. key drivers to development,
3. have the power to better the lives of poor people in developing countries
4. engine of growth
5. interventions for cognitive enhancement, proton cancer therapy and genetic engineering
HOW SCIENCE AND TECHNOLOGY AFFECT SOCIETY
 By making life easier, science has given man the chance to pursue societal concerns such
as ethics, aesthetics, education, and justice; to create cultures; and to improve human
conditions.
HOW SCIENCE CAN HAVE AN EFFECT ON SOCIETY?
  Science influences society through its knowledge and world view. Scientific knowledge and
the procedures used by scientists influence the way many individuals in society think about
themselves, others, and the environment.
 The effect of science on society is neither entirely beneficial nor entirely detrimental.
WHAT IS THE RELATIONSHIP BETWEEN SCIENCE AND SOCIETY?
 The impact of science and technology on society is evident. But society also influences
science.
 There are social influences on the direction and emphasis of scientific and technological
development, through pressure groups on specific issues, and through generally accepted
social views, values and priorities
HISTORY OF SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
 Science and technology in the Philippines had experienced periods of intense growth as
well as long periods of stagnation.
 The main managing agency responsible for science and technology is the Department of
Science and Technology.
 Numerous national scientists have contributed in different fields of science including Fe del
Mundo in the field of Pediatrics, Eduardo Quisumbing in the field of Plant taxonomy, Gavino
Trono in the field of tropical marine Phycology, Maria Orosa in the field of Food technology
and many more
PRE-SPANISH ERA
 Even before the colonization by the Spaniards in the Philippine islands, the natives of the
archipelago already had practices linked to science and technology.
 Filipinos were already aware of the medicinal and therapeutic properties of plants and the
methods of extracting medicine from herbs.
 They already had an alphabet, number system, a weighing and measuring system and a
calendar. Filipinos were already engaged in farming, shipbuilding, mining and weaving.
 The Banaue Rice Terraces are among the sophisticated products of engineering by pre-
Spanish era Filipinos.
SPANISH COLONIAL ERA
 The colonization of the Philippines contributed to growth of science and technology in the
archipelago.
 The Spanish introduced formal education and founded scientific institution.
 During the early years of Spanish rule in the Philippines. Parish schools were established
where religion, reading, writing, arithmetic and music was taught.
 Sanitation and more advanced methods of agriculture was taught to the natives.
 Later the Spanish established colleges and universities in the archipelago including the
oldest existing university in Asia, the University of Santo Tomas.
 The Galleon Trade have accounted in the Philippine colonial economy.
 Trade was given more focus by the Spaniard colonial authorities due to the prospects of
big profits.
 Agriculture and industrial development on the other hand were relatively neglected.
 The opening of the Suez Canal saw the influx of European visitors to the Spanish colony
and some
 Filipinos were able to study in Europe who were probably influenced by the rapid
development of scientific ideals brought by the Age of Enlightenment.
AMERICAN PERIOD
 The progress of science and technology in the Philippines continued under American rule of
the islands.
 On July 1, 1901 The Philippine Commission established the Bureau of Government
Laboratories which was placed under the Department of Interior. The Bureau replaced the
Laboratorio Municipal, which was established under the Spanish colonial era. The Bureau
dealt with the study of tropical diseases and laboratory projects.
 On October 26, 1905, the Bureau of Government Laboratories was replaced by the Bureau of
Science and on December 8, 1933, the National Research Council of the Philippines was
established
 The Bureau of Science became the primary
 Science during the American period was inclined towards agriculture, food processing,
 forestry, medicine and pharmacy. Not much focus was given on the development of industrial
technology due to free trade policy with the United States which nurtured an economy geared
towards agriculture and trade.[4]
 In 1946 the Bureau of Science was replaced by the Institute of Science. In a report by the US
Economic Survey to the Philippines in 1950, there is a lack of basic information which were
necessities to the country's industries, lack of support of experimental work and minimal
budget for scientific research and low salaries of scientists employed by the government. In
1958, during the regime of President Carlos P. Garcia, the Philippine Congress passed the
Science Act of 1958 which established the National Science Development
POST COMMONWEALTH-ERA
 During the 1970s, which was under the time of Ferdinand Marcos' presidency, the
importance given to science grew.
 Under the 1973 Philippine Constitution, Article XV, Section 1, the government's role in
supporting scientific research and invention was acknowledged.
 In 1974, a science development program was included in the government's Four-Year
Development Plan which covers the years 1974- 1978.
 Funding for science was also increased.[4] The National Science Development Board was
replaced by the National Science and Technology Authority under Executive Order No. 784.
A Scientific Career in the civil service was introduced in 1983.
 In 1986, during Corazon Aquino's presidency, the National Science and Technology
Authority was replaced by the Department of Science and Technology, giving science and
technology a representation in the cabinet.
 Under the Medium Term Philippine Development Plan for the years 1987-1992, science
and technology's role in economic recovery and sustained economic growth was
highlighted.
 During Corazon Aquino's State of the Nation Address in 1990, she said that science and
technology development shall be one of the top three priorities of the government towards
an economic recovery.
 In August 8, 1988, Corazon Aquino created the Presidential Task Force for Science and
Technology which came up with the first Science and Technology Master Plan or STMP.
The goal of STMP was for the Philippines to achieve newly industrialized country status by
the year 2000.
 The Congress did not put much priority in handling bills related to science and technology.
The Senate Committee on Science and Technology was one of the committees that
handles the least amount of bills for deliberation.
 Former Science and Technology secretary, Ceferin Follosco, reported that the budget
allocation for science and technology was increased to 1.054 billion pesos in 1989 from the
previous year's 464 million pesos.
 However, due to the Asian financial crisis, budget allocation for the years 1990 and 1991
were trimmed down to 920 and 854 million pesos respectively. Budget allocation were
increased to 1.7 billion pesos in 1992
PARADIGM SHIFTS IN HISTORY
 assumptions
 typical example or pattern of something.
 a distinct set of concepts or thought patterns, including theories, research methods,
postulates, and standards for what constitutes legitimate contributions to a field.
WHAT IS A PARADIGM SHIFT?
 a fundamental change in approach or underlying assumptions.
 a concept identified by the American physicist and philosopher Thomas Kuhn
 a fundamental change in the basic concepts and experimental practices of a scientific
discipline. Kuhn presented his notion of a paradigm shift in his influential book The
Structure of Scientific Revolutions (1962).
WHY ARE PARADIGM SHIFTS IMPORTANT?
 Paradigm shift is another expression for more significant changes within belief systems.
 Within philosophy of science this concept is sometimes considered important and is
sometimes given great attention within education.
THOMAS SAMUEL KUHN
  Thomas Samuel Kuhn (/kuːn/; July 18, 1922 – June 17, 1996) was an American physicist,
historian and philosopher of science whose controversial 1962 book The Structure of
Scientific Revolutions was influential in both academic and popular circles,
THE STRUCTURE OF SCIENTIFIC REVOLUTIONS
 a book about the history of science by the philosopher Thomas S. Kuhn.
 its publication was a landmark event in the history, philosophy, and sociology of scientific
knowledge.
THE KUHN CYCLE
 a simple cycle of progress described by Thomas Kuhn in 1962 in his seminal work The
Structure of Scientific Revolutions.
 In Structure Kuhn challenged the world's current conception of science, which was that it
was a steady progression of the accumulation of new ideas.
KUHN’S PARADIGM
 Kuhn argues that paradigms change in scientific revolutions. Scientists go through a crisis
and transition to a new paradigm, a new way of seeing the world. It is not possible to
compare paradigms and it is not possible to say whether one is more right than the other.
 Kuhn argues that science is not moved by a rational process but more by a social unity. In
contrast with Popper then Kuhn presents a descriptive theory in which Kuhn try to observe
the factual scientific fields in order to understand how they function in practice.
THE STEPS OF THE KUHN CYCLE
PRE-SCIENCE
 magulo
 also called the pre- paradigm stage,
 the pre-step to the main Kuhn Cycle. In Prescience there is not yet a model of
understanding (the field's paradigm) mature enough to solve the field's main problems.
 The field has no workable paradigm to successfully guide its work.
NORMAL SCIENCE
 Nagkakasundo na
 is the regular work of scientists theorizing, observing, and experimenting within a settled
paradigm or explanatory framework.
 where the field has a scientifically based model of understanding (a paradigm) that works.
MODEL DRIFT
 nagkakaron ng problema
 The model of understanding starts to drift, due to accumulation of anomalies, and
phenomenon, the model cannot explain.
MODEL CRISIS
 the most important step of them all in the Kuhn Cycle.
 The Model Drift becomes so excessive the model is broken. It can no longer serve as a
reliable guide to problem solving. Attempts to patch the model up to make it work fail. The field
is in anguish.
MODEL REVOLUTION
 Babaguhin yung nakitang mali
 begins when serious candidates for a new model emerge. It's a revolution because the new
model is so radically different from the old one.
 A field's model of understanding is undergoing revolutionary change. The old model failed,
which caused the Model Crisis step. The Model Revolution step begins when one or more
competing new models emerge from the crisis.
PARADIGM CHANGE
 Nabago na lahat at may outcome na
 also called a paradigm shift,
 Earlier steps have created the new model of understanding (the new paradigm).
 In the Paradigm Change step the new paradigm is taught to newcomers to the field, as well as
to those already in it. When the new paradigm becomes the generally accepted guide to one's
work, the step is complete. The field is now back to the Normal Science step and a Kuhn Cycle
is complete.
Historical Examples of Paradigm Shift
SOCIETY / ETHICS
  Slavery is acceptable back then, to now slavery being unacceptable
 Role of Children in Society - Child labor was, now is not acceptable
 Male Superiority - Beating wives was, now is not acceptable
 Reading and the Control over information - Invention of the printing press (& other major
inventions) allowed for the elites control over reading / writing to end.
 The Reformation- broke monopoly of Catholic Church and Christian's "relationship" with
God.
NATURAL SCIENCES
 Darwin’s theory of evolution
 Plate Tectonics— create a physical model of the Earth's structure
 Albert Einstein’s space-time is not fixed or objective— subject to observer’s state of motion
relative to other object.
HUMAN SCIENCES
 Psychology: Sigmund Freud—we are not fully in control of our behavior—a subconscious
part operate
 Economics— government intervention in economy is now accepted.
THE ARTS
 The Realist paradigm: the purpose of art is to copy reality.
 Shakespeare's impact on drama / theater
 Jazz & rock revolutionizing music

Lesson 2-Intellectual Revolutions that defined society

Scientific Revolution
1. Science as an idea
2. Science as an intellectual activity
3. Science as a body of knowledge.
4. Science as a personal and social activity.
 Period of enlightenment
 Explained the emergence of modern science as a result of these development
 Transformed the natural world and the world of ideas.
Some Intellectuals and their Revolutionary
Nicolaus Copernicus
 His ideas were an example of thought experiment
 Canon at Frombork Catherdral in Poland and a doctor
 Influenced by his book Epitome
 Publish books in astronomy
 Courageous man
 Commentarioulus (Little Commentary)
 De revolutionibus orbium coelestium (On the Revolutions of the Heavenly Spheres)
Copernican model
 Sun is the centerpiece of the universe
 The orbits of the Venus and Mercury lay inside the Orbit of the Earth, thus closer to the
Sun.
 The orbits of Mars, Saturn and Jupiter lay outside the Earth’s orbit thus, further from the
Sun.
What is the contribution of Copernicus in the philosophy of science?
Do you think thought experiment is still useful in science in the present time?
Do you think the Church should intervene in scientific activities?
Charles Darwin
 Changed the concept of the worlds creation and its evolution
 Genius who came from a line of intellectually gifted
 His father imposed him to be a doctor
 His life changed after he joined a 5 year voyage through the HMS Beagle on Galapagos
Island
  Theory of evolution
 Origin of Species
 The Descent of Man

How can Darwin’s evolutionary Theory influence the following fields in modern times:
 Economy
 Agriculture
 Religion
Sigmund Freud
 Famous in the field of Psychology
 Method of psychoanalysis
 Towering literary figure and a very talented communicator who did raise his share to raise
the consciousness of the civilized world in psychological matters.
 How can you describe Freudian ideas as a scientist?
Cradles of Early Science
Development of Science in Mesoamerica

Mayan civilization
 One of the famous civilization that lasted for approximately 2,000 years.
 Known for astronomy
 Chichen Itza
 First person to produce rubber
Inca civilization
 Made advanced scientific ideas considering their limitations as an old civilization.
 Road paved with stones
 Stone buildings
 Irrigation system and technique for storing water
 Calendar with 12 months.
 First suspension bridge.
 Quipu- system of knotted ropes
o a system of knotted ropes to keep records that can only experts can interpret
 Inca textiles
Aztec civilization

 Mandatory education
 Chocolates
 Antispasmodic medication
 Chinampa
 Aztec calendar
 Invention of the canoe
Development of Science in Asia
India
  iron steel
o Their iron steel is considered to be the best and held with high regard in the whole
Roman Empire.
 medicine
o Ayurveda- a system of traditional medicine
- originated before 2500 BC
o Susruta Samhita- Different surgical and other medical procedures
 Astronomy
o Throries on the configuration of the universe.
o The spherical self supporting Earth
o Year of 260 days with 12 equal parts of 30 days each.
o Siddhanta Shiromani
 Mathematics
o Indus Valley Civilization
o Measurement of length
o Ruler – Monhenjodaro ruler
 Aryanhata
o Aryabhatiya
o Number trigonometric functions, tables and techniques and Algorithms
 Brahmagupta
o Suggested that gravity was a force pf attraction and lucidly explained the used of
zero as both a placeholder and decimal digit, along with the Hindu-Arabic numeral
system.
 Madhava of Sangamagrama
o Founder of mathematical analysis
China
 Medicine
o Traditional medicine
o Acupuncture
 Technology
o Compass
o Papermaking
o Gunpowder
o Printing tools
o Iron plough
o Wheel borrow
o Propeller
o Invented the first seismological detector
o Dry dock facility
 Astronomy
o Made significant records on supernovas, lunar and solar eclipses and comets
o Observed the heavenly bodies to understand weather changes and seasons
o Used lunar calendars
o Known in seismology
Middle East Countries
 Golden age
o Spread of Islam in the 7th and 8th Century
 a period of Muslim scholarship
o Lasted until the 13th century
 Ibn al-Haytham
o Father of Optics
o Empirical proof of the intromission theory of light
 Mathematics
o Muhammad ibn Musa al-Khwarizmi
o Gave his name to the concept of algorithm
 o Algebra - al-jbr (the beginning of the title of one of his publications
o Arabic Numeral system
 Chemistry
o Jabir ibn Hayyan
o Father of Chemistry
 Medicine
o Ibn Sina
o Pioneered the science of experimental medicine
o 1st physician to conduct clinical trials
o Book of Healing
o The Canon of Medicine
o Discovery of contagious nature of infectious diseases
o Introduction of clinical pharmacology
Development of Science in Africa
 Egyptian civilization
o Contributed in the fields of astronomy, mathematics and medicine.
 Geometry
o Product of necessity to preserve the layout and ownership of farmlands of Egyptians living
along the Nile River.
 Alchemy
o Medieval forerunner of chemistry
o They tries to study human anatomy and pharmacology
o Applied examinations, diagnosis, treatment and prognosis.
 Astronomy
o Calendars:
o Lunar, solar and stellar
o Metallurgy
o North Africa and the Nile Valley imported iron technology from the Near East region
o Invented metal tools used in their homes, in Agriculture, and in building their magnificent
architechture.
 Mathematics
o Lebombo Bone
o Oldest known mathematical artifact dated from 35, 000 BCE
o Good in four fundamental mathematical operations and other mathematical skills.
o Basic concepts of algebra and geometry

Lesson 3- Science, Technology and Nation Building

Brief Historical Background of Science and Technology in the Philippines
Pre-Spanish Science

Pre-Spanish
Pre-Spanish Technology

Metal Age –folk science

Metal Age

Spanish – beginning of formal science

 Science in school focuses on understanding concepts related to human body, plants, animals
and heavenly bodies.
 Technology focuses on using and developing house tools used in everyday life.
 Philippines was considered one of the most developed places in the region.
American Period
  Public education system
 Improved Engineering works and health conditions
 Established modern research university (UP)
 Public hospitals
 Improved transportation and communication systems
 Americanize the Philippines
 Reorganized the learning of science
 Introduce private and public school
 Introduce science
 Researches on cholera, malaria, tuberculosis
World War II
 Reparation funds = institutions and public facilities
 Reparation money = highways
New Republic
 ODA or Overseas Development Allocation
Influences in development of science and technology in the Philippines
Development of Science and Technology in the Philippines
Internal Influences
• Survival
• Culture
• Economic Activities
External Activities
• Foreign Colonizers
• Trades with foreign countries
• International Economic Demands
1. What are the significant contributions of the Spaniards and Americans to the development
of science and technology in the Philippines?
2. What can you say about the state of science and technology during the Spanish and
American period?
3. How does school science shape science and technology in the country?
Government Policies on Science and Technology
• The Department of science and technology (DOST) has sought the expertise of the National
Research Council of the Philippines (NCRP) to consult various sectors in the society to study how
the Philippines can prepare itself in meeting the ASEAN 2015 Goals.
The NCRP clustered these policies into four, namely:
1. Social sciences, humanities, education, international policies and governance SHEIG
• Integrating ASEAN awareness in basic education without adding to the curriculum
• Emphasizing teaching in the mother tongue
• Developing school infrastructure and providing for ICT broadband
• Local food security
2. Physics, engineering and industrial research, Earth and Space Sciences and Mathematics
PEI
• Emphasizing degrees, licenses and employment opportunities
• Outright grants for peer monitoring
• Review of R.A. 9184
• Harnessing science and technology as an independent mover of development
3. Medical, Chemical and Pharmaceutical Science MCP
• Ensuring compliance of drug-manufacturing firms with ASEAN-harmonized standards by full
implementation of the Food and Drug Administration
• Creating an education council dedicated to standardization of pharmaceutical services and
care
• Empowering food and drug agencies to conduct evidence-based research as a pool of
information
• Allocating two percent of the GDP to research
• Legislating a law supporting human genome research
4. Biological sciences
• Protecting and conserving biodiversity by full implementation of existing laws
• Use of biosafety and standard model by ASEAN countries
 • Promoting indigenous knowledge systems and indigenous people’s conservation
• Formulation of common food and safety standard.
Dost projects
• Funds for basic research and patents that came from ODA (Overseas Development Aid)
• Providing scholarships for undergraduates and graduate studies of students in the field of
science and technology.
• Establishing more branches of Philippine Science High School system
• Balik scientist program
• National Science Complex and National Engineering Complex
The Philippine-American Academy of Science and Engineering (PAASE, 2008) identified
several capacity building programs such as:
• Establishment of national centers of excellence.
• Manpower and institutional developmental programs
• Establishment of regional centers to support specific industries
• Establishment of science and technology business centers to assist, advise, and incubate
technopreneurship ventures.
• Strengthen science education at an early stage through the Philippine Science High School
System.
Education
• The current K to 12 education program included Science, Technology, Engineering, and
Mathematics (STEM) as one of its major tracks in the senior high school program to encourage
more students to enroll in science-related fields in college.
• Education
• The Commission on Higher Education launched its Philippine-California Advanced Research
Institutes (PICARI) Project to allow several higher education institutions in the Philippines and
some US based laboratories, research institutes, and universities to work on research and
projects related to science, agriculture, engineering, health, and technology.
Some of the projects
• Use of alternative and safe energy.
• Harnessing mineral resources.
• Finding cure for various diseases and illness
• Climate change and global warming
• Increasing food production
• Preservation of natural resources
• Coping with natural disasters and calamities
• Infrastructure development
Philippine Congress
• Also created various laws related to science and technology
• Some laws are in line with:
• United Nation (UN)
• Association of Southeast Asian Nations(ASEAN)
• United Nations Educational, Scientific and Cultural Organization (UNESCO)
Science and Technology
• Policies
• Programs
• Projects

o National Goals
o International Treaty
o Legal Frameworks
o Social Needs, Issues, and Problems

Famous Filipinos in the Field of Science

Ramon Cabanos Barba
• Tissue culture in Philippine Mangoes
Josefino Carcas Comiso
• Observing the characteristics of Antartica by satellite images
Jose Bejar Cruz Jr.
 • Electrical engineering
• Officer of famous Institute of Electrical and Electronic Engineering
Lourdes Jansuy Cruz
• Research on sea snail venom
Fabian Millar Dayrit
• Herbal medicine
Rafael Dineros Guerrerro III
• Research on tilapia culture
Enrique Mapua Ostrea Jr.
• Invent the meconium drugs testing
Lilian Formalejo Patena
• Research on plant biotechnology
Gregory Ligot Tangonan
• Research in the field of communications technology
Caesar A. Saloma
• Internationally renowned physicist
Edgardo Gomez
• Famous scientist in marine science
William Padolina
• Chemistry and President of National Academy od Science and Technology (NAST)
Angel Alcala
• Marine science

University of the Philippines LB

• Science paradise for agriculture, forestry, plant and animal science and veterinary science.
University of The Philippines Visayas
• National center for marine science, fisheries, and other related science.
University of the Philippines- Manila
• Produced many researchers, doctors, health professionals and scientist in the area of medical
and public health.
University of the Philippines- Diliman
• National science and engineering complex to develop more research and produce more
scientists and engineers in the country.

Lesson 4- Science Education in The Philippines

The Concept of Science Education
Science education
• Science education focuses on teaching, learning and understanding science.
• Exploring pedagogical theories and models in helping teachers teach scientific concepts and
processes effectively.
John Dewey
• Stressed the importance of utilizing the natural environment to teach students.
• Nature must indeed furnish its physical stimuli to provide wealth of meaning through social
activities and thinking.
Marx
• Opines that science is going to be one of the most important school subjects in the future.
Science education
• Justified by the vast amount of scientific knowledge developed in this area that prepares
citizens.
• Provides skills and knowledge that are necessary for a person to live in.
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) such as:
• Process skills
• Critical Thinking Skills
• Life skills
that are needed in coping up with daily life activities.(Chaille & Britain, 2002)
Science education…
 • Develops positive attitude such as:
• Love for knowledge
• Passion for innovative things
• Curiosity to study about nature
• creativity
• Develop strong foundation for studying science and for considering science-related career in
the future.
Science education in tertiary
• Deals with developing student’s understanding and appreciation of science ideas and scientific
works.
• General education curriculum
• Preparation of science teachers, scientists, engineers, and other professionals in various
science related fields.
• Focuses on the preparation of science teachers, scientists, engineers, and other professionals
in various fields such as engineering, agriculture, medicine and health sciences.
Science Schools in the Philippines
Philippine Science High School System (PSHSS)
• Government program for gifted students in the Philippines.
• Service institute of 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 science, with the end view of preparing students for a science career (Republic Act No.
3661)
• Maintains a dormitory for all its students
• Vision:
Develop Filipino science scholars with scientific minds and passion for excellence.
• PHSS students have proven to be a beacon of excellence, courage, and hope for the country.
Special Science Elementary Schools (SSES) Project
• DepEd Order No. 73 S 2008 and DepEd Order No. 51 s. 2010
• June 2007 with identified 57 elementary schools
• Since inception, the number have grown to more than 60 schools.
• Aims to develop Filipino children equipped with scientific and technological knowledge, skills
and values.
• Mission:
• 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
• Science and Health
• 70 minutes for Grade 1 to 3
• 80 minutes for Grade 4 to 6
• 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
• September 17, 1967
• Original name: Quezon City Science High School
• Turned into a regional science high school for the National Capital Region in 1999.
• Focus is science and technology.
• Envisions to serve as a venue in providing maximum opportunities for science-gifted students
• Well supported by the local government unit and by the Parent and Teachers Association
(PTA)
• Under Department of Education
Manila Science High School
• October 1, 1963
• First science high school in the Philippines
• Science and Mathematics
• Produce outstanding alumni
• Win various national competitions
• Produce scientist with soul
• Humanities courses and other electives are added to curriculum
 • Administer Manila Science High School Admission Test (MSAT)
• Aptitude test in science
• Aptitude test in mathematics
• Problem-solving test in mathematics
• Proficiency in English
Central Visayan Institute Foundation
• Home and pioneer of the prominent school based innovation known as DLP
• Dynamic Learning Program (DLP)
• Synthesis of classical and modern pedagogical theories adapted to foster the highest
level of learning, creativity, and productivity
• Research Center for Theoretical Physics (RCTP)
• 1992
• Organizes small international workshops to foster the informal but intense exchange of
ideas and perspectives on outstanding problems in physics and mathematics.
What other government projects and programs are available for science education in the
Philippines?
What are the science related issues and problems in the country?

Lesson 5.1- Indigenous science and technology in the Philippines

Indigenous Knowledge System
Indigenous knowledge
• Indigenous knowledge is the unique knowledge confined to a particular culture or society. It is
also known as local knowledge, folk knowledge, people's knowledge, traditional wisdom or
traditional science. (Senanayake, S.G.J.N.. (2006))
• Embedded in the daily life experiences of young children as they grow up.

 Adaptive. It is based on historical experiences but adapts to social, economic,

environmental, spiritual and political changes. Adaptation is the key to survival.
 Cumulative. It is a body of knowledge and skills developed from centuries of living in close
proximity to nature.
 Dynamic. It is not rooted in a particular point in history but has developed, adapted, and
grown over millennia; it is not static.
 Holistic. All aspects of life are interconnected, are not considered in isolation but as a
part of the whole. The world is believed to be an integral whole. Indigenous knowledge
incorporates all aspects of life - spirituality, history, cultural practices, social interactions,
language, healing.
 Humble. Indigenous knowledge does not dictate how to control nature but how to live in
harmony with the gifts of the Creator.
 Intergenerational. The collective memory is passed, within a community, from one
generation to the next orally through language, stories, songs, ceremonies, legends, and
proverbs.
 Invaluable. It has been argued that Indigenous knowledge, not capital, is the key to
sustainable social and economic development. There is a growing recognition and respect
for IK and a desire to collaborate with Indigenous communities on environmental monitoring
projects.
 Irreplaceable. There is nothing western science can do to replace or replicate Indigenous
knowledge. An aspect of Indigenous knowledge that is sometimes overlooked by scientists,
and others, is the critical connection between IK and language. Indigenous languages are
in decline and as languages die, so goes the Indigenous knowledge that is part of that
language and the collective memory of the speakers of that language.
 Moral. There is a morality in Indigenous knowledge - a right and wrong way to interact with
nature; there is a responsibility given from the Creator to respect the natural world.
 Non-linear. Time, patterns, migrations and movements of animals are cyclical.
 Observant. Since Creation, Indigenous leaders have observed their environment and
made decisions for their community’s well-being based on those observations. But their
decisions also weighed what would be best for the community seven generations in the
future.
 Relative. Indigenous knowledge is not embodied at the same degree by all community
 members. Elders will obviously carry more knowledge than younger community members.
 Responsible. Indigenous Peoples generally believe they are responsible for the well-being
of the natural environment around them
 Spiritual. Indigenous knowledge is rooted in a social context that sees the world in terms of
social and spiritual relations among all life forms. All parts of the natural world are infused
with spirit. Mind, matter, and spirit are perceived as inseparable.
 Unique. Indigenous knowledge is unique to a given culture or society. While there may be
many similarities of IK between communities, it is the lived experience of each community
that informs IK.
 Valid. It does not require the validation of western science.
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;
• 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
• Part of the indigenous knowledge system practiced by different groups of people and early
civilizations.
• Indigenous science relates to both the science knowledge of long‐resident, usually oral
culture peoples, as well as the science knowledge of all peoples who as participants in
culture are affected by the worldview and relativist interests of their home communities.
• 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,
• strategies for coping with changing environments.
• Ogawa (1995)
• collectively lived in and experienced by the people of a given culture.
• Cajete (2004)
• Includes everything from metaphysics to philosophy and various practical
technologies practiced by indigenous peoples both past and present.
• Iaccarino (2003)
• Science is a part of culture, and how science is done largely depends on the cultural
practices of the people.
• Johnstonn (2000)
• Indigenous beliefs also develop desirable values that are relevant or consistent to
scientific attitudes.
• Motivating attitudes
• Cooperating attitudes
• Practical attitudes
• Reflective attitudes
• Pawilen (2005)
• Developed diverse structures and contents through the interplay between the society
and environment.
• Kahn (1962)
• Developmental stages of most science are characterized by continual competition
between a number of distinct views of nature. (scientific observation and method)
• Sibisi (2004)
• Provides the basics of astronomy, pharmacology, food technology, or metallurgy,
 which were derived from traditional knowledge and practices.
1. What is your understanding of indigenous science?
2. What are the examples of indigenous science practices?
3. Why do some people believe in indigenous science?
4. Do you think indigenous science should be considered science?
5. What is the role of indigenous science in the development of science and technology?
• Indigenous science
• Pawilen (2006)
• Developed a simple framework for understanding indigenous science.
INDEGENOUS SCIENCE
Indigenous science
1. Uses science process skills such as observing, comparing, classifying, measuring, problem
solving, inferring, communicating and predicting.
• Indigenous science
2. Guided by culture and community values such as the following:
• The land is a source of life.
• The Earth is revered as “Mother Earth”
• All living things are interconnected and interdependent with each other.
• Human beings are stewards or trustee of the land and other natural resources.
3. Composed of traditional knowledge practiced and valued by people and communities such as:
• Ethno-biology
• Ethno-medicine
• Indigenous farming methods
• Folk astronomy
• Indigenous science is important in the development of science and technology in the
Philippines.
• Indigenous science give birth to the development of science and technology as a field and
as a discipline.
• 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.
1. What is the role of indigenous knowledge in the development of indigenous science?
2. What is the role of indigenous knowledge in the development of science and technology
in the Philippines?
3. How do society and culture influence the development of science and technology?