TOPIC 1: Historical Antecedents in The Course of Science and Technology

TABLE OF CONTENTS
TOPIC 1: Historical Antecedents in the Course of Science and

Technology
Module 1: Introduction of Science and Technology Time

Frame
1. What is Science……………………………………3
1.1Why Science and Who does Science……………...4
1.2 What is Technology…………………………….…5
1.3 The Role of Science & Technology………………5
1.4 Science, Technology & Society…………………...6
1.5 Impacts of Science & Technology………………...9
Reference…………………………………………………….12
Exercise 1………….………………………………………...13 30
mins.
Rubrics…………………………………………,.…………..15
Student’s Honesty Clause………………………..………….15

COURSE LEARNING OUTCOME
1. Articulate the impacts of science and technology on society,

specifically Philippine society.
2. Creatively present the importance and contributions of science and

technology to society.
TOPIC LEARNING OUTCOME
At the end of this period, students should be able to:

1. Discuss the interactions between Science and Technology and
Society throughout history.
2. Understand how scientific and technological developments affect
society and the environment.
3. Identify the paradigm shifts in history
MODULE LEARNING OUTCOME

At the end of this module, students should be able to:
1. Explain the impact of the development of science and technology
to environments.
2. Discuss how scientific and technological developments affect
society
3. Describe the concept, theories and ideological shifts in history.
MODULE 1: INTRODUCTION OF SCIENCE &
TECHNOLOGY
(week 1) (3.6hrs)
Activating Prior Learning:
In order to understand the past, you have to look back and revisit it.
Your task is to fill in the KWL chart and list down what you have known
and what are the things that you would like to know about your historical
antecedents in terms of science and technology.
What I already Know What I Want to know What I have Learned
1. What is Science?
Science came from a Latin word “scientia” which means “to

know”. It is a concerted human effort to understand better the
history of human world and how it works with observable physical evidence
as the basis of that understanding. Science is done through observation and
experimentation that tries to simulate natural processes under controlled
situations. It is a systematic study of natural and social phenomena by means
of well- defined methods with the purpose of disclosing universal valid,
objective and verified relationships. A British scientist William Cecil
Dampier- Wetham define that science is the ordered knowledge of natural
phenomena and the rational study of relationship between the concepts in
which these phenomena are expressed. Science is an accumulation of
knowledge by common sense and critical thinking. Science is a variety of
people, skills, knowledge, organizations, facilities, techniques, physical
resources, methods and technologies that taken together and in relation with
one another.
According to the words of former Mexican president Luis Echeveria,

the contribution of scientists is essential to any country whatever its level of
economic development. Even in the most undeveloped country, scientific
process is no longer serves as man’s adaptation to nature nor struggle for
survival, but rather serves to harness natural resources for the improvement
of life.
Scientific knowledge is hence guided by the principal constituents of:

 The desire to discover the functions of the natural world
 The application of the functions of the natural world to human needs
 The attempt to process all known facts from the natural world into
meaningful patterns of scientific laws or theories
 The continual use of scientific methods in search of further knowledge
and
 The organization of all scientific knowledge discovered and produced
by cultures and generations across centuries for clearer understanding
for all people.
1.1 Why Science? Who does Science?
Science today is a field providing direct and indirect source of

employment to millions of people all over the world. However, this has not
been a common human experience until modern history. Science prior to this
merely became an ancillary affair to other concerns of amateurs occupied in
other fields. Many of them were clerics, physicians, artists or alchemists, and
if one belonged to societies with a robust scientific community, they were
typically persons of high social status who have the resources and privilege
to conduct systematic methods of scientific inquiry.
Science has become an emphasized component of public society since
its ascent as a main source of living whereby economic and political causes
of certain governments provide employment to many. Science has also
promised to solve social problems such as curing disease. This is no doubt
science and medicine, inspiring the field of life sciences, has always been
intertwined for millennia. Another is the search for energy. As the world
rapidly industrialized since the 19th century onwards. Thousands of
geologists and engineers have been employed with the onset and expansion
of the fossil fuels industry. And while world energy sources gradually shift
to renewable energies and ecological
modernization, new scientific niches start to
emerge (pre-existing one) to meet new demands
and goals.
1.2 What is Technology?
Technology is a combination of Greek

words techne (art/craft) and logos (word/speech)
which means a discourse on fine and applied arts. It is commonly defined as
the application of scientific theory and knowledge to practical purpose and
human needs. Technology is a form of human cultural activity. It is a system
of know- how, skills techniques and processes.
It covers any tool or product, any process or approach, any equipment

or method which aim to enhance or extend human intellectual and physical
capabilities. It is a way of using findings of science to produce new things
for a better way of living. It is the process of converting raw materials from
the earth into products wanted and needed by people. Such process covers
agriculture, fisheries, mining, and forestry, which are areas where primary or
raw materials can be sourced for processing into finer products. There is also
manufacturing where intermediate materials or components are further
refined or assembled such as into consumer products mostly available in
urban areas. Technology is also embodied in construction, transportation,
communications, medicine, and education to name a few. These areas
harness processed output or knowledge to create more sophisticated products
or ideas.
1 .3 The Role of Science and Technology

Science and Technology alter the way people live, connect,
communicate and transact with profound effects on economic development.
It is a key drive to development because technological and scientific
revolutions underpin economic advances, improvements in health systems,
education and infrastructure. The technological revolutions of the 21 st
century is emerging from entirely new sectors, based on micro- processors,
telecommunications, biotechnology and Nano- technology. Products are
transforming business practices across the economy, as well as the lives of
all who have access to their effects. The most remarkable breakthroughs will
come from the interaction of insights and applications arising these
technologies converge. Science and Technology have the power to better the
lives of poor people in developing country
1.4 Science and Technology and Society
The key for mankind to continuously progress into the future is the
realization of science and technology for and within society. Scientific and
technological activities contribute to society through the improvement or
creation of new knowledge, the utilization of these knowledge to boost the
prosperity of human lives, and to solve various existing and possible issues
facing society. As societies of the 21st century shift to knowledge-based
economies, the creation of new knowledge and the improvement of existing
ones has become increasingly a more important aspect of science and
technology. The role of science in this knowledge creation and expansion is
indeed important for the realization of science and technology for and within
society.
The relationship between science and technology and society is akin

to rain falling on a mountain. Rain does not immediately wash away
downhill. First, it is captured and stored by forests and thickets, giving life to
plants and other vegetation which serve immense ecological functions. This
can be compared to the accumulation of scientific knowledge and the
continuing search for truth. If the forests fail to capture sufficient amount of
rainfall, human settlements may quickly face drought, and thus threatens
their welfare. In the same way, realization of social progress through science
and technology requires sufficient accumulation of scientific knowledge.
However, this is not actualized in a matter of days, but rather requires
steady, continuous build-up just like science and the technologies science
itself has yielded through thousands of years of human history.
In some aspects, however, science and technology are not always
mixed together. Science originated from natural philosophies and was
supported by people’s intellectual curiosity, only to be refined as a
systematic process and field later on. Meanwhile, technology used to be in
close relationship with convenience and prosperity of human life; it was not
originally guided by principles of the science that we know today. Of course,
while technological progress of recent times was supported by various
scientific advances, this does not mean that scientific research was
conducted for the purpose of developing new technologies. Rather, scientific
knowledge happened to be used because they were available or accessible.
There is no doubt that technology is older than science since man had
industries based on crafts and skills long before the formulation of scientific
principles. Some examples are the use of fire, crude stone or bone tools,
farming and art
Bewildering scientific and technological advances in the modern age

have indeed produced far-reaching effects on human society. In education
for instance, the possibility to mass produce a simple product such as chalk
or pens apparently common learning materials and to construct a simple
blackboard made of wood, paint, and necessary tools to put them together,
are perfect examples of technology. This is evident even in more advanced
technologies ranging from physical devices such as calculators and desktop
computers to intangible ones such as mobile apps and the internet. The
developments of these learning technologies have not only become
necessities due to the advancement of education as field, but they are
likewise partial reasons why education continues to advance. However,
while these familiar objects are in some cases common and accessible to
many, more advanced technologies and many technological developments
are not. Within and across nations, there is what we call a technological gap.
There are situations where such gap could be brought by age or cultural
distance, but the major, crucial factors are economic and political conditions.
Truly, not many societies have taken advantage of technological

progress as an instrument of socioeconomic development. This has taken a
toll on their stability and growth. Underdeveloped and developing countries
are generally characterized by lack of effective science policies, which is
compounded by technological neglect. The stark reality is that modern
science has little effect on less developed nations, while developed nations
easily harness it for unhindered development clothing, and weaponry.
Technology and economies as part of human civilization could no
longer subsist without energy. There are thus consequences brought by such
developments fueled primarily by ecologically destructive practices
characterized primarily by uncontrolled resource exploitation, excessive
carbon dioxide emissions from fossil fuels, and release of other pollutants.
Mainly from industrialized nations including India, China, and Russia, these
bring adverse effects to human conditions such as rising sea levels, stronger
tropical cyclones, frequent droughts, and compromised public health.
Ironically, developing countries such as the Philippines are vulnerable and
are affected on a greater scale than developed nations which produce these
harmful by-products.
Governments, institutions and communities now see that science and

technology, intertwined with economic development, can carry harmful
effects to the environment and people. This is why more responsible
solutions for economic development are being sought through the very
scientific knowledge and technological development we have amassed.
Among these are global policies towards carbon emissions in the energy and
transportation sectors. Various industries are re-evaluating their protocols
and methods in production and wastes disposal. Renewable energies are also
rapidly growing and are expected to continue do to so. For instance, they
have contributed to 19% of the global energy consumption as of 2016 and
has provided around 7.7 million jobs back in 2015. Many countries have
already set plans to phase out coal and oil in the near future through solar,
wind, geothermal and bio-waste energies, to name a few. Below are leading
countries in terms of renewable energy capacity in megawatts (MW).
Visualize that 1 MW can power at least 150 homes to as much as 500 to 700
homes depending on household needs.
The table that follows presents the major energy sources of some countries.
Table 1: Energy Resources of Countries

Solar Wind Geothermal Hydro Tidal
(2016) (2017) (2015) (2014) (2015)
China China USA China South Korea
(78,000 MW) (188,000 MW) (3,450 MW) (311 MW) (511 MW)
Japan USA Philippines USA France
(42,000 MW) (89,000 MW) (1,870 MW) (102 MW) (246 MW)
Germany Germany Indonesia Brazil UK
(41,000 MW) (56,000 MW) (1,340 MW) (89 MW) (139 MW)
USA India Mexico Canada Canada
(40,000 MW) (32,000 MW) (1,017 MW) (76 MW) (40 MW)
Italy Spain New Zealand Russia Belgium
(19,000 MW) (23,000 MW) (1,005MW) (51 MW) (20 MW)
Two of the world’s largest producers and consumers of energy in total

are China and the United States. Due to massive energy demands and heavy
reliance on coal and oil, only a fraction of their total consumption is covered
by clean energy. China, the world’s largest producer and consumer of
renewable energy, has already managed to shift nearly 25% of its production
from fossil fuels to renewable sources based on 2015 data. The United States
meanwhile produced 14% of its energy from renewable in 2016. The
Philippines, a net importer of fossil fuels like most countries, is also making
strides in contributing to a more ecologically responsible world. As of 2015,
it is estimated that 25% of its energy production came from clean energies
with geothermal as the primary source. This is said to grow with further
construction of solar and wind farms and geothermal plants all over the
country through the help of the private sector. Trends in the Philippines and
China, for instance, provide a glimpse of how the developing world will take
the lead in clean energy investments.
1.5 Impacts of Science and Technology
HEALTH
One of the most important contributions to public
1. IMMUNIZATION health is the global vaccine movement.
Vaccination, for example, has nearly eradicated
polio, a disease which killed nearly half a million
people every year during its peak in 1940’s until
the 1950’s. Other diseases which were feared and
have killed millions before, but are now eradicated
or on the way in being so are smallpox, malaria,
measles, rubella, and rabies.
Many died due to common, avoidable diseases
2. ANTIBIOTICS such as urinary tract infections, lung infections or
throat infections. This was before penicillin, the
first true antibiotic, was discovered through
research.
Other than advancements in patient handling,
3. SURGERY surgical procedures, and anesthesia, revolutionary
developments in surgical methods and approaches
are emerging. Among these are virtual reality
surgical training, nanorobotics, and 3D printing for
organ replacement.
Mercury-based thermometers and
4. HEALTHCARE sphygmomanometers which can be cumbersome
DEVICES to use could be a thing of the past soon. More
heath monitoring devices nowadays are becoming
digital, and commercially available. Some health
sensors nowadays can easily and accurately
measure blood pressure, glucose level, body
temperature, heart rate, body water content
simply by skin contact.
Public health is progressing as psychological health
is gradually becoming acknowledged as an
5. MENTAL important aspect of overall wellbeing alongside
HEALTH physical health. While still lagging, there is growth
in support and action for government and private
initiatives for professional training, and
psychological therapies and medicine-based
treatments for mental illnesses.
AGRICULTURE
Since technology is supposed to be multipurpose,
the agriculture industries also benefit from
1. FOOD developments in transportation infrastructure.
TRANSPORT Land, air and sea-based facilities provide mobility
for people and vehicles alike to move goods and
services. An example in the Philippines would be
the roll-on/roll-off (RORO) ships crucial to the
country’s maritime geography.
Developments in mechatronic, robotic and
computing technologies make it possible for
2.AGRICULTURAL farmers to optimize time, energy and resource.
MACHINERY From simple tools such as hoes, plows, and the
carabao, there are now machines such as the
common tractor, combine harvester, rice trans
planter, and rice huller. More advanced ones are
becoming available such as agricultural robots for
planting and harvesting, drones for cloud seeding
and soil analysis, and satellites for improved
environmental and irrigation monitoring and
management.
Genetically-modified crops whose DNA have been
3. GENETIC altered have helped in curbing global food
MODIFICATION insecurity. Through genetic engineering, many
staple foods around the world have been improved
in terms of yield, nutritional content, quality, and
pest and disease resistance. Genetics has also
helped scientists to find ways to conserve plant
species threatened by extinction.
COMMUNICATIONS AND TRANSPORTATION
Among the breakthroughs of the first Industrial
Revolution would be the electronic systems in
telecommunications. Telephones have since
1. TELEPHONE replaced telegrams, and might soon be superseded
as well this time by mobile phones and internet
services. These technologies have made human
communication much more efficient and faster
with just a few clicks and presses. More than voice,
we can now easily contact distant places through
video.
Many people have now harnessed satellite
2.GLOBAL technology through mobile phones with GPS
POSITIONING features regardless if with or no internet connection.
SYSTEM This provides accessible information regarding
(GPS) one’s geographic position as can be seen through
popular mobile phone apps such as Google Maps,
Waze, and Grab. The GPS technology also assists
internet-based devices to tailor-fit content based on
location.
Also shortened as maglev, this technology dating
3.MAGNETIC back in the early 1900’s has been integrated to
LEVITATION mass transportation in the form of maglev trains.
Maglev trains are on average faster than
conventional trains as they use sets of magnets
which repel to push the train upwards, as in to
float, and to move it along the track. This lack of
friction presenting a typical railway creates great
speed. Currently existing maglev lines are in the
UK, Germany, Japan, and South Korea.
REFERENCES:
Cabaddu, Mark Angelo, (2019). Science, Technology and Society Module.

Retrieved from: https://www,scrib.com/document/429431394/science-
technology-and-society-module.
Edwineiou. Lecture Notes on Introduction to Science, Technology and

Society, 2009. https://www.scrib.com/doc/23367406/lecture-notes-on-
science-and-technology-and-society.
Memijie-Cruz, Liwayway. Historical Antecedents of Science and

Technology.
Espinosa, Ken Paul. STS- Historical Antecedents in the Course of Science

and Technology Part 1. Colegio de San Juan de Letran, 2020. Retrieved
from: https://you.be/2hz-V-wA6KY
Garcia, A.T., Interaction of Science, Technology and Society Through Time.
UP Talks, 2019. Retrieved from: https://you.be/PxLNcIQQb4
The Impacts of Science and Technology. Retrieved from:

www.harnett.k12.nc.us
Javier, M. CONTENT-SCIENCE-TECH-SOCIETY-PhilSCApdf/
EXERCISE 1
INTRODUCTION OF SCIENCE & TECHNOLOGY
(You can finish this in 30 minutes)
Name: Section:
I. Identification: Identify what or who is being referred to in the following

statements. Write the answer on the blank provided.
1. The application of scientifically gained knowledge for

practical purposes and human needs
2. It is the study of natural world based on facts learned
through observation and experimentations.
3. The world’s largest producer and consumer of
renewable energy.
4. The most important breakthroughs of the first
industrial revolution in terms of communication
5. The leading country in terms of geothermal
consumption
6. This technology has made human communication
much more efficient and faster with just a few clicks and
presses.
7. This provides accessible information regarding one’s
geographic position
8. It is the kind of fossil fuel that the Philippine industries
are dependent to.
9. Give two examples of renewable energy.
10.
II. Essay:
1. In this module, describe one of the most important contributions to

public health. Explain your answer. (Relate it to what we experience
today about COVID pandemic)
2. How Science and Technology affect Society. Explain your answer.

EXCELLENT VERY GOOD GOOD POOR
CRITERIA
4 3 2 1
COMPLETION: At least 85% 60 to 70% Less than half
All questions of the of the of the
Number of questions were questions questions questions
successfully completed successfully were were were
completed. successfully successfully successfully
completed. completed. completed.
TYPE OF Sporadic but
Most of the Less than half
All of the more than
RESPONSES: answers were
answers to
half of the
of the
Response to questions the questions answers were
written in answers
were written written in
are written in complete complete
in complete
were written
complete
sentences. sentences. in complete
sentences. sentences.
sentences.
QUALITY OF Somewhat
Not careless; careless, but
RESPONSES: very legible.
Not careless
can read
Very careless
Quality of work and fairly and illegible.
Work is some of the
legible. Work Work consist
(Neatness) and exemplary;
consist of 5 to
writing.
of too many
conventions adhered to. has less than Work consist
9 spelling or spelling or
4 spelling or of 10 to 15
grammatical grammatical
grammatical spelling or
errors. errors.
errors. grammatical
errors.
ACCURACY: Close to 100% About 80% of About 60% Less than half
of the the questions of the of the
Answers/responses are questions are are correct or questions questions are
on point (correct) and correct or on on point. Well are accurate properly
well thought out. point. Very thought out. or on point. answered
well thought Fairly well with little
out responses. thought out. thought.
Reference:
https://www.rcampus.com/rubricshowc.cfm?code=B2X849A&nocache=1601036710103
RUBRICS FOR GUIDE QUESTIONS
NAME: Yr. & Section
Student’s Honesty Clause:
I hereby declare that all the answer in this exercise or activity are done by
me. I pledge to practice the highest degree of Academic honesty at all times,
as expected from all students indicated in the course policies of Science,
Technology & Society.
TABLE OF CONTENTS
TOPIC 1: Historical Antecedents in the Course of Science and

Technology
Module 2: The History of Science &Technology: Prehistoric,

Bronze & Iron Ages and Cradle of Science Time
Frame
1.1 Prehistoric Era (Stone Age) …………………….3
1.2 Science & Technology in Ancient Time……...….4
1.3 Bronze Age ………………………………………5
Development of Science in Mesoamerica………………. ….6
Development of Science in Asia………………………...…..9
Middle East Countries………………………………..……..11

Development of Science in Africa……………………..……13
Reference……………………………………………..…...…15
Exercise 2……………………………………………………..16 30
mins.
Rubrics………………………………………………….…….17
Student’s Honesty Clause………………………………..…...17


4. Discuss the interactions between Science and Technology and

Society throughout history.
5. Understand how scientific and technological developments affect

society and the environment.
6. Identify the paradigm shifts in history
1. Discuss the prehistoric technology.

2. Describe the notable developments and discoveries
in the bronze and Iron ages.
3. Discuss the development of early science
4. Describe the significant development and
inventions in the ancient, middle and modern Age
5. Explain the Inca’s contributions in Mesoamerica.
MODULE 2
HISTORY OF SCIENCE & TECHNOLOGY: PREHISTORIC,
ANCIENT AND BRONZE AGES & CRADLE OF SCIENCE
(3.6 hours)
Prehistoric Era (Stone Age)
It was mentioned that technology and science were not always

together. As we begin with the prehistoric era or the Stone Age, it should be
noted that we will only focus on technologies since there was no formal
science during this time.
Until approximately 10,000 years ago, man has lived almost entirely
in small, nomadic hunter-gatherer communities, surviving on crude skills
for hunting and fishing. This was a time when agriculture was still non-
existent if not still on its way. Given the lack of agriculture, societies were
yet to become sedentary cultures, which also means there is poor incentive
for them to produce technologies more sophisticated than hunting and
building tools made of bone, wood or stone. Most of these communities
developed in tropical latitudes, especially in Africa, where the climate is
most favorable to man.
Near the end of the last ice age 15,000 to 20,000 years ago, some
human communities which were most favored by geographical and
climatological conditions began to make the transition from the primitive,
nomadic lifestyles of the long Paleolithic Period (Old Stone Age) into more
settled cultures. This is when animal husbandry and agriculture developed.
This transition during the Neolithic Period (New Stone Age), led eventually
to a marked increase in population due to better, more stable diet, and
relative safety of sedentary settlement. Communities expanded, thus paving
way for the beginning of town life. These significant changes are sometimes
referred to as the Neolithic Revolution because of the rapid increase in
technological innovation, and the sudden complexity in human socio-
political organizations.
The material that gives Old and New Stone Ages their names and
technological unity is stone. Although before they mastered the use of stone,
it may be assumed that primitive peoples used other materials such as wood,
bone, fur, leaves, and grasses apart from bone antlers, presumably used in
flint mining, and elsewhere, other bone fragments, which none have
survived. However, the widening mastery of the material world in the
Neolithic Revolution brought other substances such as clay, and thus the
production of bricks. Increasing skill in handling textile raw materials led to
the creation of the first manmade fabrics in place of animal skins. The use of
fire was another basic technique mastered at some unknown period in the
Old Stone Age. This was probably the time when it was discovered that the
natural calamity of a forest fire could be tamed and controlled. The
realization that fire could be generated by persistent friction between two dry
wooden surfaces would have as well changed human societies forever.
Science and Technology in Ancient Time
The ancient times are part of what historians commonly classify as the
three-age system. This comprises of three main periods of human history
associated with technology, namely the Stone Age, the Bronze Age, and the
Iron Age. Since we have already covered the Stone Age, this section will be
tackling the most notable developments and discoveries in the Bronze and
Iron Ages. These eras are where complex ancient societies independently
emerged within various locations around the world known as Cradles of
Civilization. Three were in the Eurasian continent, and two in the Americas.
These are:
Table 1.1: The Cradles of Civilization
Civilization Description
This area stretches from Mesopotamia (the region
FERTILE within the Tigris-Euphrates river system, today part
CRESCENT of Iraq and Syria), to the Levant, and all the way to
Ancient Egypt along the Nile River.
Societies here sprang along the Indus River, today
INDUS VALLEY part of Pakistan and some portions of India. This area
is known as the roots of Hinduism, and later of
Buddhism and Jainism.
The Yellow River is the second longest in Asia.
Chinese civilization, considered to be the longest
YELLOW RIVER continuing civilization in history, emerged here. This
river valley, an important region of China, is one of
the most rapidly-urbanizing areas in the world today.
This is located in the middle portion of the Andean
CENTRAL ANDES Mountain of South America. Among the most
notable societies that emerged here is the Incan
Empire, which spread across modern-day areas of
Ecuador, Peru, Bolivia, and Chile.
This area is part of present-day Mexico, which then
MESOAMERICA spread to other areas of Central America where
Guatemala and Honduras are located. Among its
most known societies are the Mayans and the Aztec
Empire.
Bronze Age
The Bronze Age was characterized by the development of tools

enhanced by bronze-based materials.
This was the time when civilizations all over the world discovered the
process of mixing molten copper and tin to generate bronze, a metal alloy
that is both strong and malleable. Much of developments relied upon the
development of bronze work itself given that such technology aided in a lot
of more complex and larger tasks related to agriculture, engineering, and
weaponry.
The timetable on the next page shows the estimated period when
bronze metallurgy emerged in different parts of the world based on
archaeological evidences.
Table 2.2 Places of Progress during the Bronze Age
LOCATION TIME
Mesopotamia 3 500 BCE
MIDDLE EAST Anatolia (Turkey) 3 300 BCE
Levant 3 300 BCE
Ancient Egypt 3 150 BCE
Southern & Central Europe (Balkans,
Romania, Greece, Italy) 4 650 BCE
EUROPE Caucasus 4 000 – 3 000 BCE
West Europe (Britain, Ireland) 2 100 BCE
Northern Europe 1 700 BCE
SOUTH ASIA Indus Valley 3 300 BCE
China 3 100 – 2 700 BCE
NORTHEAST ASIA Korea 1 000 – 800 BCE
Japan 300 BCE
SOUTHEAST ASIA Ban Chiang Culture (Northern 2 100 – 1 700 BCE
Thailand)
Nubia 2 600- 2 300 BCE
SUB- SAHARAN West Africa (Niger) 2 200 BCE
AFRICA Central & East Africa (Rwanda, 700- 300 BCE
Burundi, Tanzania)
AMERICAS Andes (Peru) 900 BCE
Mesoamerica 600- 1 200 CE
Development of Science in Mesoamerica
Mesoamerica includes the entire area of Central America from

Southern Mexico up to the border of South America. There is no doubt that
the Mesoamerican region is rich in culture and knowledge prior to the arrival
of its European colonizers.
The Mayan civilization is one of the famous civilizations that lasted

for approximately 2,000 years. These people are known for their works in
astronomy. They incorporated their advanced understanding of astronomy
into their temples and other religious structures. This allows them to use
their temples for astronomical observation. For example, the El Castillo
pyramid at Chichen Itza in Mexico is situated at the location of the Sun
during the spring and fall equinoxes.
Mayan knowledge and understanding about celestial bodies were

advanced for their time, as evidenced by their knowledge of predicting
eclipse and using astrological cycles in planting and harvesting. The Mayans
are also known for measuring time using two complicated calendar systems.
An everyday calendar with 13 months of 20 days each was probably related
to the appearance of the planet Venus.
They built observatories so their priests could watch the stars and plan
the best time for festivals, religious rituals and cultural celebrations.
The Mayans also developed the technology for growing different

crops and building elaborate cities using ordinary machineries and tools.
They built hydraulics system with sophisticated waterways to supply water
to different countries.
Furthermore, they used various tools and adapt themselves to

innovations especially in the field of arts. The Mayans built rooms for
weaving cloth and devised a rainbow of glittery paints made from mineral
called mica. They are also believed to be one of the first people to produce
rubber products 3,000 years before Goodyear received patent in 1844.
The Mayans are considered one of the most scientifically advanced

societies in Mesoamerica. They are also famous as one of the world’s first
civilizations to use a writing system known as the Mayan hieroglyphics. The
Mayan hieroglyphic writing is arguably one of the most visually striking
writing systems of the world. It is also very complex, with hundreds of
unique signs or glyphs in the form of humans, animals, supernatural, objects
and abstract designs.
They were also skilled in mathematics and created a number system

based on the numeral 20. Moreover, they independently developed the
concept of zero and positional value, even before the Romans did.
The Inca civilization is also famous in Mesoamerica. It is the largest

empire in pre- Columbian America, and possibly the largest empire in the
world in the early 16th century. It flourished in ancient Peru between c. 1400
and 1533 CE.
The Incas made advanced scientific ideas considering their limitations
as an old civilization. The following were scientific ideas and tools that they
developed to help then in everyday life:
1. Roads paved with stones

2. Stone buildings that surmounted earthquakes and other disasters;
3. Irrigation system and technique for storing water for their crops to
grow in all types of land;
4. Calendar with 12 months to mark their religious festivals and prepare
them for planting season;
5. The first suspension bridge;
6. Quipu, a system of knotted ropes to keep record that only experts can
interpret; and
7. Inca textiles since cloth were one of the specially prized artistic
achievements
Following the Inca, the Aztec civilization has also made substantial
contributions to science and technology and to the society as a whole. The
Aztec were an advanced and prosperous civilization who built beautiful and
sophisticated cities. The highly developed empire had an elaborate
leadership and society that consisted of four classes; nobles, commoners,
serfs and slaves.
Some of their contributions are the following:
1. Mandatory Education – The Aztec puts value on education; that is

why their children are mandated to get education regardless of their
social class, gender, or age. It is an early form of universal or
inclusive education.
2. Chocolates – The Aztec in Mexico developed chocolate during their
time. In the Mayan culture, they used it as currency. The Aztec valued
the cacao highly and made it as part of their tribute to their gods.
3. Chinampa – It is a form of Aztec technology for agricultural farming
in which the land was divided into rectangular areas and surrounded
by canals.
4. Aztec Calendar – This enabled them to plan their activities, rituals,
and planting seasons.
5. Invention of the Canoe – A light narrow boat used for travelling in
water systems.
Development of Science in Asia
Asia is the biggest continent in the world and the home of many
ancient civilizations. It is a host to many cultural, economic, scientific, and
political activities of all ages. In the field of science, technology, and
mathematics, great civilization has stood out: India, China and the Middle
East civilization. These civilizations were incomparable in terms of their
contributions to the development of knowledge during their time.
India
India is known for manufacturing iron and in metallurgical works. It

also famous in medicine. For example, Ayurveda, a system of traditional
medicine that originated in ancient India before 2500 BC, is still practices as
a form of alternative medicines. They discovered some medicinal properties
of plants that led to develop medicine to cure various illnesses. Some ancient
texts, like the Susruta Samhita, describe different surgical and other medical
procedures famous in Ancient India.
Ancient India is also notable in the fields of astronomy. They

developed theories on the configuration of the universes, the spherical self-
supporting Earth, and the year of 360 days with 12 equal parts of 30 days
each. Sama (2008) noted that their interest in astronomy was also evident in
the first 12 chapters of the Siddhanta Shiromani, written in the 12th century.
According to Sama (2008), this ancient text covered topics such as: mean
longitudes of the planets; true longitudes of the planets; the three problems
of diurnal rotation; syzygies; lunar eclipse; solar eclipses; latitudes of the
planets; risings and settings; the moon’s crescent; conjunctions of the planets
with each other; conjunctions of the planets with the fixed stars; and the
paths of the Sun and Moon.
Ancient India is also known for their mathematics. The earliest traces
of mathematical knowledge in the Indian subcontinent appeared in the Indus
Valley Civilization. The people of this civilization, according to Bisht
(1982), tried to standardized measurement of length to a high degree of
accuracy and designed a ruler, the Mohenjodaro ruler.
Clifford (2008) and Bose (1998) pointed out the Indian astronomer
and mathematician Aryabhata (476-550), in his Aryabhatiya, introduced a
number of trigonometric functions, tables, and techniques, as well as
algorithms of algebra. Aryabhata scientifically explained the solar and lunar
eclipses. He states that the moon and planets shine by reflected sunlight. In
628 AD, another Indian, Brahmagupta, also suggested that gravity was a
force of attraction, and lucidly explained the use of zero as both a
placeholder and a decimal digit, along with the Hindu-Arabic numeral
system now used universally throughout the world (Clifford, 2008; Bose,
1998). He suggested that gravity was a force of attraction. Another Indian
named Madhava of Sangamagrama is also considered as the founder of
mathematical analysis (Joseph, 1991).
China
China is one of the ancient civilizations with substantial contributions

in many areas of life like medicine, astronomy, science, mathematics, arts,
philosophy, and music, among others. Chinese civilization has greatly
influenced many of its neighbor countries like Korea, Japan, Philippines,
Vietnam, Thailand, Cambodia, Myanmar, and other countries that belong to
the old Silk Road.
The Chinese are known for traditional medicines, a product of

centuries of experiences and discovery of the Chinese people. They
discovered various medical properties and uses of different plants and
animals to cure human illness. An example is the practice of acupuncture.
In terms of technology, the Chinese are known to develop many tools.

Among the famous discoveries and inventions of the Chinese civilizations
were compass, papermaking, gunpowder, and printing tools that became
known in the West only by the end of the Middle Ages (Davies, 1995). They
also invented other tools like iron plough, wheelbarrow, and propeller,
among others. They developed a design of different models of bridges
(Zhongguo ke xue yuan, 1993), invented the first seismological detector, and
developed a dry dock facility (Needham et al., 1971).
In the field of astronomy, the Chinese also made significant records

on supernovas, lunar and solar eclipses, and comets, which were carefully
recorded and preserved to
understand better the heavenly
bodies and their effects to our world
(Mayall, 1939). They observed the
heavenly bodies to understand
weather changes and seasons that
may affect their daily activities.
They used lunar calendars, too. The
Chinese are also known in
seismology. This made them more
prepared in times of natural
calamities.
China made substantial

contributions in various fields. The
list of their discoveries and inventions is overwhelming. These contributions
were made along with mathematics, logic, philosophy, and medicine.
However, cultural factors prevented these Chinese achievements from
developing into modern science. According to Needham (1986), it may have
been the religious and philosophical framework of Chinese intellectual that
made them unable to accept the ideas of laws of nature.
Middle East Countries

The Middle East countries are dominantly occupied by Muslims. With
the spread of Islam in the 7th and 8th centuries, a period of Muslim
scholarship, or what is called the Golden Age of Islam lasted until the 13 th
century. The common language of Arabic, access to Greek text from the
Byzantine Empire, and their proximity to India were contributory to the
intellectualization of the Muslim and provided their scholar knowledge to
create innovation and develop new ideas, but contrary to the Greeks plain –
thought experiments. This led to the development of the scientific theories
set within a generally empirical orientation. A Muslim scientist, the famed
Hasan Ibn al – Haytham is also regarded as the Father of Optics, especially
for his empirical proof of the intromission theory of light. He was an Arab
mathematician, astronomer, and physicist of the Islamic Golden Age.
In mathematics, the mathematician Muhammad ibn Musa al –

Khwarizmi gave his name to the concept of the algorithm while the term
algebra is derived from al – jabr, the beginning of the title of one of his
publications. What is now known as the Arabic Numeral System originally
came from India, but Muslim mathematicians did
make several refinements to the number system,
such as the introduction of the decimal point
notation.
Muslim chemists and alchemists also played

an important role in the foundation of modern
chemistry (Durant, 1980). In particular, some
scholars considered Jäbir ibn Hayÿan to be the
“Father of Chemistry” (Derewenda, 2007; Warren,
2005).
In the field of the medicine, Ibn Sina pioneered the science of

experimental medicine and was the first physician to conduct clinical trials
(Jacquart, 2008). His two most notable works in medicine, the Book of
Healing and The Common Medicine, were used as standard medicinal texts
in both the Muslim world and in Europe during the 17 th century. Among his
many contributions are the discovery of the contagious nature of infectious
diseases and the introduction of clinical pharmacology (Craig & Walter,
2000).
There are numerous Muslim scholars who made significant

contributions in the field of social sciences. The decline of this golden age of
Islam started in the 11th to 13th century due to the conquest of the Mongols
whereby libraries, observatories, and other learning institutions were
destroyed.
Development of Science in Africa
Africa is blessed with natural and mineral resources. Science also

emerged in this part of the planet long before the Europeans colonized it.
The history of science and mathematics show that similar to other ancient
civilizations, the early civilizations in Africa are knowledge producers, too.
The ancient Egyptian civilization has contributed immensely and

made significant advances in the fields of astronomy, mathematics, and
medicine. For example, the development of geometry was a product of
necessity to preserve the layout and ownership of farmlands of the Egyptians
living along the Nile River. The rules of geometry were developed and used
to build rectilinear structures, the post of lintel architecture of Egypt. These
early science activities in Egypt were developed to improve the quality of
life of the Egyptians especially in building their early homes and cities. The
great structures of the Egyptian pyramids and the early dams built to divert
water from the Nile River are some proofs of their advanced civilization.
Egypt was known to be a center of alchemy, which is known as the

medieval forerunner of chemistry. They tried to study human anatomy and
pharmacology, and applied important components such as examinations,
diagnosis, treatment and prognosis for the treatment of diseases. These
components displayed strong parallels to the basic empirical method of
studying science.
Astronomy was also famous in the African region. For instance,

documents show that Africans used three types of calendars: lunar, solar,
and stellar, or a combination of the three.
Metallurgy was also known in the African region during the ancient
times. North Africa and the Nile Valley imported iron technology from the
Near East region that enables them to benefit from the development during
the Bronze Age until the Iron Age. They invented metal tools used in their
homes, in agricultures, and in the building their magnificent architectures.
Mathematics was also known to be
prominent in the life of early people in the
African continent. The Lebombo Bone from the
mountains between Swaziland and South
Africa, which may have been a tool for
multiplication, division, and simple
mathematical calculation or a six – month lunar
calendar, is considered to be the oldest known
mathematical artifact dated from 35,000 BCE.
Ancient Egyptians are good in the four
fundamental mathematical operations and other mathematical skills. They
have knowledge of the basic concepts of algebra and geometry. The Islamic
regions in Africa during the medieval period was also benefiting from the
mathematical learning, which is considered advanced during those times,
such as algebra, geometry, and trigonometry.
The Lebombo bone,
used in mathematical
calculations.
Feedback:
Fill in “What I have Learned” column by writing down what you

have learned from all the topic.
What I already Know What I Want to know What I have Learned
REFERENCES:
Blaya, Mark Jason. Science and Technology in the Middle Ages. Retrieved
from Slideshare.net.

Retrieved from: https://www,scrib.com/document/429431394/science-
Edwineiou. Lecture Notes on Introduction to Science, Technology and

Society, 2009. https://www.scrib.com/doc/23367406/lecture-notes-on-
science-and-technology-and-society.
Espinosa, Ken Paul. STS- Historical Antecedents in the Course of Science

and Technology Part 1. Colegio de San Juan de Letran, 2020. Retrieved
from: https://you.be/2hz-V-wA6KY
Espinosa, K.P. STS Historical Antecedents in the Course of Science,

Technology Part 2. Colegio de San Juan de Letran Retrieved from:
https://you.be/watch?v=gjc7N6DfQp0#menu
Estardo, Anna. Intellectual Revolutions that defined society. Retrieved from

Slideshare.net
Garcia, A.T., Interaction of Science, Technology and Society Through Time.

UP Talks, 2019. Retrieved from: https://you.be/PxLNcIQQb4
Memijie-Cruz, Liwayway. Historical Antecedents of Science and

Technology.
EXERCISE 2
(you can finish this in 30 minutes)
Name: Section:
1. Why do you think the three ancient societies considered as the cradle
of Civilization? Explain your answer.
2. What is the most notable contribution in science of Africa? Explain

why.
3. Describe the Aztec civilization’s contribution to science and

technology.
4. Describe the location of the two Americas.
Rubrics for Guide Questions
NAME:
Yr. & Section
CRITERIA
4 3 2 1
answers to
half of the
of the
written in answers
in complete
were written
complete
sentences.
QUALITY OF Somewhat
Not careless
can read
Very careless
Work is some of the
consist of 5 to
writing.
of too many
errors. errors.
errors. grammatical
errors.
ACCURACY: Close to 100% About 60% Less than half
of the About 80% of of the of the
Answers/responses are questions are the questions questions questions are
on point (correct) and correct or on are correct or are accurate properly
well thought out. point. Very on point. Well or on point. answered
well thought thought out. Fairly well with little
Reference:
TABLE OF CONTENTS
Topic 2: Intellectual Contribution that Defines Society
Module 3: Intellectual Revolution Time

Frame
2.1 Scientific Revolution__________________________3

2.2 Some Intellectuals and their Evolutionary Idea______4
2.3 Nicholas Copernicus___________________________5
2.4 Charles Darwin_______________________________6
2.5 Sigmund Freud_______________________________7
References___________________________________________8
Exercise 3____________________________________________9 30
mins
Rubrics _____________________________________________10
Student’s Honesty Clause…………….……………………….…10



At the end of this topic, the students should be able to:
1. Articulate ways by which society is transformed by science and

technology
At the end of this module, the students should be able to:
1. Discuss how the ideas postulated by Copernicus, Darwin, and Freud

contributed to the spark of scientific revolution.
2. Understand how scientific revolution is done in various parts of the

world like in Latin America, East Asia, Middle East and Africa.
3. Describe the concept, theories and ideological shifts in history.

MODULE 3:
INTELLECTUAL REVOLUTION
(3.6 hours)
Activating Prior Learning:
1. What were the Great Intellectual Revolutions that significantly shaped

our society? What made these theories controversial?
2. Who were this people behind that permanently change the course
history of Science?
2.1 Scientific Revolution
Scientific Revolution a series of event that marked the emergence of

modern science during the early modern period, when developments in
mathematics, physics, astronomy, sociology, and chemistry transformed the
views of society about nature. It was the golden age for people committed to
scholarly life in science but it was also a deeply trying moment to some
scientific individuals that led to their painful death or condemnation from the
religious institutions who tried to preserve their faith, religion, and
theological views.
Scientific revolution is very significant in the development of human

beings, formulation of scientific ideas and transformation of the society. It
significantly improved the conduct of scientific investigations, experiments,
and observations. It also led to the creation of new research fields in science
and prompted the establishment of a strong foundation for modern science.
In many ways, scientific revolution transformed the natural world and the
world of ideas.
Scientific revolution was the period of enlightenment when the
developments in the fields of mathematics, physics, astronomy, biology,
from the disciplines mentioned. The ideas generated during this period
enabled the people to reflect, rethink, and re-examine their beliefs and their
way of life. There is no doubt that it ignited vast human interests to rethink
how they do science and view scientific processes.
2.2 Some Intellectuals and their Revolutionary Ideas
To further understand what exactly happened during the scientific

revolution, it is important to examine the different individuals whose idea
have shaken and contested the dominant theories and ideas during this
period, the truth of their time. Scientists in all periods of time are driven by
their curiosity, critical thinking, and creativity to explore the physical and
natural world. Their love for science is driven by their deep passion to know
and to discover.
Scientists are not driven by clamor for honor and publicity. They are
ordinary people doing extraordinary things. Some scientists were never
appreciated during their times, some were sentenced to death, while others
were condemned by the Church during their time. In spite of all the
predicaments and challenges they experienced, they never stopped
experimenting, theorizing, and discovering new knowledge and ideas.
In this part of the lesson, three notable scientists are discussed. For
sure, they were many scientists who worked before and after these
individuals. However, it is important to
note that these men, particularly
through their ideas, had shaken the
world.
2.3 Nicholas Copernicus
Throughout the history, the way

people think about solar system has
changed many times. Before the development of the telescope, all the beliefs
about astronomy were based on what we can seen by naked eye. One of the
earliest ideas on how solar system are structured was introduced by Claudius
Ptolemy. He is a famous Greek Philosopher and astronomer and stated that
the planets, the sun and the moon move around the earth in a circular
motion, a concept which is known as geo- centrism geo means “earth” and
centrism means “center”. This geocentric model was considered to be one of
the greatest discoveries of all time and was widely accepted by the people
and became the astronomical dogma in Western Civilization for 1,400 years.
In the 16th century, geocentric model was challenged by a Polish

mathematician and astronomer Nicholas Copernicus by putting sun as the
center of the solar system. This concept was known as heliocentrism, helio
means “sun” and centrism means “center” or heliocentric model. The idea of
Copernicus was rejected at first by the public. It appalled many since
religious belief taught them that Earth was created first
before all other things. Copernicus was even persecuted as
a heretic. But eventually this concept was accepted by the
people in a period which was called the birth of modern
astronomy.
Heliocentric Model
His ideas were an example of what is presently

called as thought experiment. By the time he finished his
doctorate degree, Copernicus had been appointed as canon at Frombork
Cathedral in Poland. Despite his duty as canon, he had plenty of time to
sustain his interest in astronomy.
Copernicus was strongly influenced by a book entitled Epitome

published in 1496 by a German author Johannes Müeller. This book contains
Müeller’s observations of the heavens and some commentary on earlier
works especially that of Ptolemy.
Copernicus’ idea and model of the universe was essentially complete

in 1510. Not long after that, he circulated a summary of his ideas this few
close friends in a manuscript called Commentariolus (Little Commentary).
There was no proof that Copernicus was concerned about the risk of
persecution by the Church if he published his ideas formally.
2.4 Charles Darwin
Charles Darwin was an English naturalist, biologist and geologist. He

is famous for his theory of evolution. Johnson (2012) described Darwin as a
genius who came from a line of intellectually gifted and wealthy family. He
developed his interest in natural history during his time as a student at
Shrewsbury School. He would also spend time taking long walks to observe
his surroundings while collecting specimens and he pouschools but was
observed to be a mediocre student. He struggled in his studies in medicine
and ministry, which his father has imposed on him. Darwin’s life soon
changed when one of his professors recommended him to join a five-year
voyage around the world in the 19 th century through the HMS Beagle on the
Islands of Galapagos.
Darwinian revolution was

considered as the most controversial
intellectual revolution of its time. His
theory of evolution challenged the idea
that God made the animals and plants
that live on Earth, which contradicted the
commonly held Christian views in that
era. He did not publish his scientific works and ideas until 28 years after his
voyage.
Finally, as a results of Darwin’s world expedition and observations

which were enhance by many years of experimentation. He proposed the
theory of evolution by natural selection. Darwin proposed that individual
organism within the particular species show a wide range of variation for a
characteristic, individual with characteristics most suited to the environment
are more likely to survive to breed
successfully and last the characteristics that
have enabled these individuals to survive are
then passed on to the next generation.
Darwin published his book The Origin

of Species in 1589. This book is considered
to be one of the most important works in
scientific literature. Darwin collected many
significant materials in order to present his
theory with overwhelming evidence. His
book presented evidence on how species evolved over time and presented
traits and adaptation that differentiate societies. Like many other scholars,
Darwin accumulated many pertinent materials and data that he could ever
possibly need to substantiate his theory.
Darwin’s observational skills as a scientist were extraordinary that
moved beyond the realms of plants and animals into the realms of humans.
He introduced the idea of all organic life, including human beings, under the
realm of evolutionary thinking. This replaced the dominant views of a
religious or biblical design that places human beings in a privileged position
of having been created by God. Darwin’s theory of evolution scientifically
questioned this view.
2.5 Sigmund Freud
Sigmund Freud (May 6, 1856 – December 23, 1939)

was an Austrian neurologist and the father of psychoanalysis,
a clinical method for treating psychopathology through
dialogue between a patient and a psychoanalyst. It is the study
of human behavior.
Freud is a famous figure in the field of psychology.

Rosenfels (1980) also described him as a towering literary
figure and a very talented communicator who did his share to
raise the consciousness of the civilized world in psychological matters.
However, apart from these, Freud also made a significant contribution

in the scientific world through the development of an important
observational method to gather reliable data to study human’s inner life.
This method is popularly known as the method of psychoanalysis. The
scientific hypothesis he formulated formed the essential fundamental version
of this method. For Freud, this method of psychoanalysis is a scientific way
to study the human mind and neurotic illness. He explained that there are
many factors that can influence behavior and emotions. It is no doubt that
amidst all questions on his works that led to some sort of academic
controversy, his method of psychoanalysis had great impact on the scientific
way of understanding human nature.
Freud is not a traditional thinker. According to Weine (2016) his

method of psychoanalysis was proven to be effective in understanding some
neurological conditions that were not understood by medicine at that time.
His method was unorthodox – focusing on human sexuality and the evil
nature of man. This posed immense challenges to scholars and ordinary
citizens of his time. To some, they found his ideas not easy especially in his
explanations of human sexuality.
Freud was born in a much later period from the scientific revolution
but his contribution to knowledge can be seen in many aspects of the human
scene, including art, literature, philosophy, politics, and psychotherapy.
Whether he is more of a psychologist or a scientist is for people to decide.
The fact remains that Freudian ideas and theories are still considered
nowadays as a great inspiration to examine human mind and behavior in a
more scientifically accepted way.
References:

Retrieved from: https://www.scrib.com/document/429431394/science-
Espinosa, Ken Paul. Science, Technology and Society (STS) Intellectual

Revolution, Colegio de San Juan de Letran, 2020. Retrieved from:
https://you.be/zNsIJVymXgk
The Scientific Revolution: Crash Course History of Science # 12. Retrieved

from: https://you.be/vzo8vnxSARg
https://www.darwins-theory-of-evolution.com/
https://www.christianitytoday.com/history/people/scholarsandscientist/nicho
las-copernicus.html
https://course.lumenlearning.com/boundless-
psychology/chapter/psychodynamic-perspective-on-personality
EXERCISE 3
INTELLECTUAL REVOLUTION
Name: Section:

1. It is considered as the most controversial intellectual

revolution
2. Copernicus model where sun is the center of the
universe.
3. He is famous for his theory of evolution.
4. It banned the Copernican model for the rest of the 16th
century.
5. A model that widely accepted by the public and
become the astronomical dogma in western civilization.
6. The name of the book that considered to be one of the
most important works in scientific literature.
7. The two fields in which Darwin’s discoveries
made
8. major contributions
9. He is known as the father of psychoanalysis.
10. It is known as period of enlightenment or golden age
of science.
II. Essay (5 points each)
A. Do you think the church should intervene in scientific activities?
B. What would be the consequences if these major intellectual

revolutions did not take place?
RUBRICS FOR GUIDE QUESTIONS

NAME:
Yr. & Section

CRITERIA
4 3 2 1
answers to
half of the
of the
written in answers
in complete
were written
complete
sentences.
QUALITY OF Somewhat
Not careless
can read
Very careless
Work is some of the
consist of 5 to
writing.
of too many
errors. errors.
errors. grammatical
errors.
ACCURACY: Close to 100% About 60% Less than half
of the About 80% of of the of the
Answers/responses are questions are the questions questions questions are
on point (correct) and correct or on are correct or are accurate properly
well thought out. point. Very on point. Well or on point. answered
well thought thought out. Fairly well with little
Reference:
TABLE OF CONTENTS
TOPIC 3: SCIENCE & TECHNOLOGY AND NATION BUILDING
(week 5) (3.6 hrs.)
Module 4: Science & Technology in the Philippines: History, Indigenous
Works and Modern works
1. Pre- colonial Period Time
Frame
1.1. Stone Ages of Philippines………………………3
1.2. Bronze Ages & Iron Ages of Philippines……….4
2. Spanish Colonization…………………………………...6
3. American Colonization & World War II………………8
4. Issues in Science & Technology in the Philippines……10
5. Indigenous Knowledge System………………………...11
6. Indigenous Science…………………………………….12
Reference………………………………………....………………13
Activity 1: Back Through Time………………………………….14 30
mins.
Rubric…………………………………………..…….…………..15
Student’s Honesty Clause……………………..…….……………15
1. Explain how science and technology affect society and the
environment and its role in nation-building.
2. Analyze the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the student as part
of society.

2. Discuss the role of Science and Technology in Philippine nation
building.
3. Evaluate government policies pertaining to Science and Technology
in terms of their contributions to nation building.
4. Identify actual Science and Technology policies of the government
and appraise their impact on the development of the Filipino nation.
1. Discuss the Stone, Bronze, and Iron Age in the Philippines.

2. Describe the formal education in Science and Technology.
3. Describe the American Colonization and World War II.
4. Discuss the concept of indigenous science.
5. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
6. Discuss the concept of indigenous science.
7. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
Module 4
SCIENCE AND TECHNOLOGY IN THE PHILIPPINES: History,
Indigenous Works and Modern Works.
(3.6 hours)
Pre- Colonial Period
Even before the Spaniards colonized the Philippines, various people

and societies already practiced science. Some indigenous science and
technology have already existed with regards to agriculture like animal-
raising, farming and utilization of plants and herbs as medicines. They
invented tools and built structures, studied medicinal uses of plants,
observed heavenly bodies to predict seasons and weather. They also develop
tools for planting, hunting, cooking, fishing and fighting enemies during
tribal conflicts. The use of technology is very evident in the handicrafts,
pottery, weaving and tools used by ancient Filipinos in their everyday life.
The ancient practices in science and technology by our ancestors are

considered indigenous science or folk science which is one of the
foundations of modern science. 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 former colonizers, played an important
role in building the foundation of science in the country.
Stone Ages in the Philippines
Archaeological findings indicate that around 50,000 years ago,

modern men or Homo sapiens from the Asian
mainland first came over land and across narrow
channels to live in Palawan and Batangas. For about
40,000 years, they made simple tools or weapons of
stone flakes, but eventually developed techniques for
sawing, drilling and polishing hand stones. This very
long period, considered as the Philippine Stone Age,
was when the Tabon Man (c. 67,000 BC) and the
Callao Man (c. 24,000-22,000 BCE) were supposed to have lived.
The Austronesians around 5,000-2,000 BC, ancestors of most present-

day Filipinos, arrived in the islands. It is still unsure as to their exact
direction of movement to what is today the Philippines, and but southern
Mainland China is considered as their most plausible point of origin. These
ancestors not only brought most languages spoken by Filipinos today; they
were also said to have brought more sophisticated and organized agricultural
technologies and methods. This is where rice cultivation also flourished with
the 2,000-year-old Banaue Rice Terraces of the Ifugao people as prominent
evidence.
Bronze and Iron Ages in the Philippines
There is no distinct Bronze Age in the Philippines, and that copper

was found to have been used for adornments such as earrings whilst stone
remained more common for tools. As early as 3,000 BC people were
producing a range of materials from adzes to seashell ornaments to pottery
of various designs. The manufacture of pottery subsequently became well
developed and flourished for about 2,000 years until it came into
competition with imported Chinese ceramics. Fermentation in food
processing could have been present earlier than this period. Various types of
alcohol were produced from coconuts (tuba, lambanog, bahalina) and rice
(pangasi). This method was later adopted to sugarcane (basi) when Arab
traders presumably brought the crop to Mindanao and then spread
northwards.
(On the left is the lantaka, used as a cannon in

the Philippines) similarly assuming that specific Iron
Age in the Philippines is still a matter of debate. Usage
and small-scale production of iron, however, is
estimated to have occurred around 500 to 200 BCE as
iron manufacturing overlapped with the arrival of
limited bronze manufacturing. People during this age
engaged in the actual iron extraction, smelting and
refining. Crude metalwork processes were already
adopted through the hardening of metal through heat-
induced carbon absorption or carburization. Most materials found were
imported, which shows the existence of an extensive trading network across
Southeast Asia, China and the Indian subcontinent as early as this period. By
1st century CE, cotton cultivation, textiles, mining, and jewelry making were
already practiced.
This period saw the appearance of various clay and copper-based

materials produced by the Sa Huynh Culture which existed around 1000
BCE to 200 CE. Found to be concentrated in southern Vietnam, this society
is presumed to have had presence around Central Philippines, and possibly
all the way to Mindanao. Some notable archeological
findings from this time are the Sa Huyun-Kalanay Pottery
Complex of Masbate (c. 400 BCE-1500 CE), and the
Manunggul Jar of Palawan (c. 890-710 BCE), which is
depicted in the old design of the ₱1,000 bill.
As descendants of seafaring people who

subsequently settled near the sea, social structures in
ancient Philippines were also tied to seafaring. An example would be ancient
barangay societies, which would later expand as flourishing, powerful
localities trading with nearby states and territories up until the 16th century.
These social organizations were derived from the concept of the balangay,
ancient boats used by their predecessors to travel across the Philippines and
nearby islands. The oldest to be discovered is called the Butuan Boat One
presumed to be used around 300 CE.
The Austronesians were also the ancestors of Polynesians whose boat-

building and navigation prowess were unmatched anywhere in the world
even by mercantile powers of ancient Mediterranean. Only until the
European Age of Exploration that such skills are said to have been surpassed
by the emergence of more modern naval technologies. In ancient Philippines
sophisticated boat-building techniques such that for the balangay were
passed onto generations. Other seafaring technologies were present. Small
boats which can still be found today are the paraw which is common in the
Visayas, and the vinta or lepa-lepa found across the Sulu Archipelago, the
Zamboanga peninsula, and some parts of Southern Mindanao.
There is also the karakoa, or large outrigger ships used for both trade
and warfare mostly in the Visayas. The lanong is a variant within the Sulu
area. These larger vessels were said to be attached with at least one bronze
cannon called a lantaka. Today this cannon technology has evolved into the
typical bamboo cannons used as noisemakers during fiestas and New Year’s
Eve.
Given the presence of iron as a valuable resource, sociopolitical

institutions should have developed like anywhere else. And like any
complex society, medicine was central to preserving the health of people. At
this point there existed knowledge and methods dealing with medicinal and
therapeutic properties of plants such as herbs. This early form of medicine or
pananambal is associated with ancient systems of Animist beliefs
characterized by the anito, which comprise of various nature spirits,
diwatas, and ancestors. In line with religion, early societies’ agricultural
activities were presumed to have been guided by a Hindu-Buddhist
influenced lunar calendar.
Developments in language are also signs of both sociopolitical and

technological advancements. Among the oldest writing systems (Baybayin)
found in the Philippines with variations from Pampanga down to the
Visayas. This is presumed to have evolved from the Kawi Script originally
developed somewhere in Java, Indonesia, and spread all over what are now
Malaysia and the Philippines. Its most renowned evidence in the Philippines
is the Laguna Copperplate Inscription, dated around 900 CE, which is an
Old Malay writing mixed with either Old Javanese or Old Tagalog. Kawi
itself evolved from an older writing system originating in Southern India.
Many Baybayin writings did not survive since most were carved on leaves
and bamboo, except for a very few when the Spaniards brought the printing
press to the islands.
Spanish Colonization
The beginnings of modern science and technology in the Philippines can

be traced to the Spanish Regime. The Spaniards established schools,
hospitals and started scientific research and these had important
consequences to the rise of the county’s profession
The Filipino disinterest in science could be traced to the Spanish colonial

period. While the Spaniards practiced some aspects of science (e.g.
agriculture, botany, medicine, meteorology), Filipinos rarely had the
opportunity to develop a serious competence to these, due to
racism and wealth inequality within the colonies. Moreover,
certain aspects of scholarship such as ethnography, humanities,
and theology, were comparatively developed yet science and
technology were generally neglected. This imbalance reflected
their poor state of science in the motherland itself.
Toward the end of the Spanish period (1850-1896, a very

small group of Filipinos particularly men who are wealthy and
landed (ilustrados) or exceptionally talented were eventually allowed to
engage in advanced studies in local schools or abroad. Access to adequate
training, though, was limited to the University of Santo Tomas, the oldest
university in Asia. Like their colonizers, these Filipinos generally preferred
humanistic Ilustrados
training over and above technical expertise. This preference to
understand the human condition more than nature has continued to this day.
Rizal, however, criticized this lack of interest in natural science on the part
of Spanish colonial officials when he was a medical student at said
university in the 1880’s.
Formal education in science and technology was introduced by the

Spaniards through scientific institutions. At the beginning, parish schools
were opened to teach religion, reading, writing, mathematics, and music.
The people were taught sanitation and improved methods of agriculture.
Later, higher institutions of learning were established among which were:
 Colegio de Cebu (1597), now the University of San Carlos
 Colegio de Nuestra Señora del Rosario (1611), now the University of
Santo Tomas
 Colegio de San Juan de Letran (1706)
 Ateneo Municipal de Manila (1859)
 Escuela Nautica (1820)
 Manila School of Agriculture (1887)
In these institutions, science subjects like astronomy, physics, chemistry,

natural history, and mathematics were taught as parts of the curriculum for
college programs being offered. An important institution established during
this time was the Observatorio Meteorológico or the Manila Observatory
(1865) at the Ateneo Municipal de Manila. It helped in studying typhoons
and climatology within the colony and across Asia. The Spanish government
then made the observatory the official weather forecasting and time keeping
institution for the colony in 1884 and 1885, respectively. This institute
issued the first typhoon warnings in Philippine history, at the advantage of
merchant shipping.
In the latter part of the Spanish period, major health institutions were
established. Among these were the San Lazaro Hospital (1578), the oldest in
East Asia, the Hospital de Los Baños (1590), and the Hospital de Cebu
(1850). The University of Santo Tomas started offering programs in
medicine and pharmacy in 1872. Later in 1877, the Laboratorio Municipal,
which was later to become the Bureau of Science, was established to
undertake the pathological studies of infectious diseases. There were also
private pharmaceutical firms engaged in this activity such as the Botica
Boie, and the Botica de Santa Cruz.
In terms of transportation, the most important development brought by

the Spaniards is the Philippine National Railway (PNR) through a royal
order from Spain in June 1875. The wood-burning steam locomotive ran
through the first line from Tutuban in Manila to Dagupan and San Fernando,
La Union. Its first operation was in November 1892 and was concessioned
by the British. But before the PNR, there was the tranvia owned by the
Compania de las Tranvias de Manila of 1888 consisting of German-made
light electric locomotives which ran from Manila to Malabon. This can be
considered as the distant predecessor of Metro Manila’s LRT and MRT.
In communications, the telegraph was introduced in the Philippines in

1876 with the first line between Manila and Corregidor. The first foreign-
owned overseas submarine telegraph cable was put up in 1881. It linked
Bolinao in Pangasinan and Hong Kong, then a British crown colony. Manila
was also linked to Iloilo, Cebu and Bacolod. At the height of the Philippine
Revolution, there were 65 telegraph stations operating in the islands (49 in
Luzon, 16 in the Visayas).
American Colonization and World War II
The Americans have more influence in the development of science

and technology in the Philippines compared to the Spaniards. They
established the public education system, improved engineering works, and
public health facilities. They established a modern research university, the
University of the Philippines, and created more public hospitals more than
the former colonizer. Transportation and communication systems were
improved, though still not accessible throughout the country.
The Americans did everything to Americanize the Philippines. They

reorganized the learning of science and introduced it in both private and
public schools. In basic education, science education focuses on nature
studies and science and sanitation, until it became a single, formal subject
area. The teaching of science in higher education has also greatly improved
and modernized. Publication of scientific journals and organization of
scientific societies were brought. Among these local scientific publications
focused on agriculture and plant industries, water resources,
pharmaceuticals, and general natural and applied sciences. Some of the first
scientific societies in the Philippines were:
 Manila Medical Society (1901)
 Philippine Islands Medical Association (1908)
 Philippine Scientific Society (1923)
 Society for the Advancement of Research (1928)
 Philippine Society of Parasitologists (1930)
 Philippine Public Health Association (1932)
 Philippine Society of Civil Engineers (1933)
The Americans likewise continued science development from the
Spanish regime. Government departments, bureaus, and boards were
established to help the new colonial administration, and among these were
the Bureau of Agriculture and the Board of Health, which later became the
Bureau of Health. American efforts at the beginning were geared towards
the promotion of public health. In 1901, the Philippine Commission created
the Bureau of Government Laboratories under the Department of Interior.
This bureau was established for the study of tropical diseases and laboratory
projects effectively replacing the Laboratorio Municipal.
New developments in transportation and communications were also

brought during the American period. Other than acquiring ownership of
PNR and extending its railroad lines, the Commonwealth government also
built other steam locomotive railways in other parts of the country. These are
the Panay Railway, which ran from Iloilo City to the town of Capiz (now
Roxas City), and the Cebu Railway, which ran from Danao through Cebu
City until Argao. A shorter line was built in Negros, but this primarily
served sugar plantations and mills, not commuters. The first automobile in
the Philippines arrived in Manila in 1900. By 1916 the ordinary car became
a common feature of traffic. As per aviation, the first airplane to land in the
Philippines is the Avierto Gallarsa in 1924. However, locally-owned
commercial air travel only became possible by 1941. This was when
Philippine Air Lines (now ‘Airlines’), the first Asian commercial aviation
company, was incorporated for domestic and international flights.
The Americans expanded the telegraph and telephone capacity, and

became available to the Filipino public with the establishment of the Bureau
of Post. Before World War II, they were able to operate 108 radio stations
and 495 telegraph offices interconnected by 14,607 kilometers of wires and
328 nautical miles of submarine cables throughout the archipelago. In 1922,
the first radio broadcasts took place in Manila and Pasay. The radio stations
were initially owned by Americans but were soon purchased by Filipino
businessmen who extended their media investments from newspapers to
radio, and later to television. The radio quickly became a staple so that even
before World War II, news programs were regularly broadcast. After the
war, the number of radio stations increased rapidly and broadcasts soon
became available throughout the country. The radio became the main source
of entertainment and news for millions of Filipinos until the 1970’s when it
was supplemented by the television.
Issues in science and technology in the Philippines
Since the aftermath of World War II and independence, the

Philippines had struggled to maintain and expand its science and technology
capacity. Institutions and possibly many physical documents of scientific
and technological knowledge were turned to ashes; many lives were
destroyed. While reparation funds from Japan were meant for rebuilding,
much were focused on basic infrastructure such as schools, hospitals, and
transportation systems. Resources are limited in improving science. The
Philippine government has explored the use of Overseas Development
Allocations (ODA) from different countries to help in improving its
scientific productivity and technological capability. Human resource
development is at the heart of these efforts focusing on producing more
engineers, scientists, technologists, doctors, and other professionals.
However, these are not enough for the Philippines to provide quality science
education to the population, and much more catch up with developed nations
in terms of capacity and innovation.
The brief account of the acceptance of modern technology in the

Philippines indicates its ready absorption into national and local life. With
the arrival of the steamboat in 1849, the telegraph in 1876, the railway in
1888, the telephone in 1890, the automobile in 1900, and the electric tranvia
in 1905, the launching of modern communications and transportation
technologies in the country became apparent. Most of these technologies
were only recently invented in the West, but their effects were quickly felt in
the societies that accepted them. Japan was among the most quickly
transformed by these technologies, and were able to fully harness them
amidst their rapid industrialization after the World War II. At a much recent
period, South Korea was able to accomplish this through their phenomenal
economic development in the 80’s up to the 90’s. They made this possible
by integrating internet technologies. These two countries have not only taken
advantage of scientific and technological developments, but in some cases
became leaders and pioneers themselves.
Unfortunately, the Philippines failed to take advantage of these

opportunities as most of their benefits were confined to the national capital
region, and were unable to stimulate the development of the overall
economy. In effect, they often confirmed, widened, or solidified social
divisions between rich and poor, urban and rural. The aforementioned
technologies as they evolved in the contemporary period in the form of
smartphones and tablets, overseas travel, car ownership, or affording car
services like Grab, became hallmarks of privilege rather than necessities of
modern living.
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 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;
 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, ad 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 his
ideas 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 (2009), 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 which uses science process skills and guided by
community values and culture.
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 non-living things are interconnected and
interdependent with each other.
 Human beings are stewards or trustee of the land and other 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.
References:
Caoli, Olivia C. A History of Science and Technology in the Philippines.
Retrieved from: https://tuxdo.com/download/history-of-science-and-
technology-in-the-philippines-pdf#download-require
NAME: ______________________________________ SECTION:

____________
ACTIVITY 1: BACK THROUGH TIME
(You can finish this in 20 minutes)
This activity is meant for you to revisit our country’s rich historical
background on its journey to scientific and technological progress. Choose
one period to elaborate the development of S&T and its contribution and
implications to the present society. Complete the table below:
a. Pre- colonial Period
b. Spanish Period
c. American Period
d. Japanese Colonization
e. Post- colonial Period
IMPLICATION
STATE CONTRIBUTION OF S&T AND
OF S&T OF THE PERIOD SCIENCE CULTURE & SCIENCE
DURING TO THE PRACTICES/SOCIETY’ CULTURE OF
PERIOD THE DEVELOPMENT S NORMS DURING THE EACH
PERIOD OF S&T PERIOD PERIOD TO
THE
PRESENT
Note: please read this article below for additional information
https://www.studocu.com/ph.document/far-eastern-university/medical-technology/essays/history-of-
science-in-the-philippines-by-olivia-c-caoili/5721108/view
Scoring Rubric
Content: /10
Ideas: /10
Completion: /10
TOTAL SCORE: /30

TABLE OF CONTENTS
TOPIC 3: SCIENCE & TECHNOLOGY AND NATION BUILDING
Module 5. Science Education in the Philippines Time

Frame
1. The Concept of Science Education ……………………………3
2. Science Education in Basic and Tertiary Education…………...3
3. Science Schools in the Philippines…………………………….4
4. Famous Filipinos in the Field of Science ……………………..7
Government Policies on Science & Technology………..……...9
1. Social Sciences, Humanities, Education, International Policies
and Governance
2. Physics, Engineering and Industrial Research, Earth and Space
Sciences, and Mathematics
3. Medical, Chemical, and Pharmaceutical Sciences
4. Biological Sciences, Agriculture, and Forestry
Reference…………………………………………………………13
Exercise 4.………………………………………………………...14 40
minutes
Rubric……………………………………………………………..16
Honesty Clause……………………………………………………16
CLO 2. Explain how science and technology affect society and the
environment and its role in nation-building.
CLO 3. Analyze the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the student as part
of society.

At the end of the topic, the students should be able to:
5. Discuss the role of Science and Technology in Philippine nation
building.
6. Evaluate government policies pertaining to Science and Technology

7. Identify actual Science and Technology policies of the government

and appraise their impact on the development of the Filipino nation.

At the end of the module, the students should be able to:
1. Discuss the concept of science education.
2. Discuss the role of science education in the Philippines.
3. Identify science schools established to promote science education in
the Philippines.
4. Identify the actual science and technology policies of the government
in the Philippines.
5. Assess the government policies pertaining to science and technology
Module 5. Science Education in the Philippines
(week 5) (3.6 hours)
1. 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 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.
2. Science Education in Basic and Tertiary Education
In basic education, science education helps students learn important

concepts, and fact 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.
1. Science Schools in the Philippines
One outstanding program for science education 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 and education.
3.1. Philippine Science High School System (PSHSS)
This is a government program gifted for 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 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 and technology at
various colleges and universities locally or abroad.
3.2. Special Science Elementary Schools (SSES) Project

The Special Science Elementary Schools (SSES) Project is in
pursuance to DepEd Order No. 73s. 2008, and DepEd Order No. 51 s. 2010.
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 intelligence 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 I 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.
3.3. 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 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.
3.4. 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 schools 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.
3.5. 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 ad 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.
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.
The 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.
4. Famous Filipinos in the Field of Science
School science is filled with names of foreign scientists: Einstein,

Galileo Galilei, Newton, Faraday, Darwin and many other Western scientist.
We rarely hear of Filipino scientists being discussed in science classes. Lee-
Chua (2000) identified 10 outstand Filipino scientists who have made
significant contributions in Philippine science. These scientists are also
famous abroad especially in different disciplines like agriculture,
mathematics, physics, medicine, marine science, chemistry engineering, and
biology.
Biographies of Notable Scientists and Technologies
Panday Pira (1488-1576)– The first Filipino cannon-maker to emerge in the

limelight of history.
Leon Ma. Guerrero (1853-1935) – Hailed as the

Father of Philippine Pharmacy, he
ventured into the field of industrial
pharmacy, manufacturing such as products
of pepsin, peptone, pancreatin, yaka-
diastase, and synthetic oil of lemon. Some
examples of Don Leon’s contributions are
the “Guerrero gunpowder” and his study, “Medical Plants.”
Anacleto Del Rosario Y Sales (1860-1895) –He was able to perfect a

formula for the purification of alcohol. He found a way by
which nipa wine acquired a color, smell, taste and strength
similar to the Spanish wine. He was the first to prepare and use
the active principles of Chaulmoogra oil in the treatment of
leprosy. Another of his greatest laboratory achievement was the
study of a Philippine flower, the Ilang-ilang, for which Don
Anacleto first laid the foundation for Philippine phytochemistry.
Agapito G. Flores – Worked on his project about artificial daylighting and

came up with the fluorescent lamp.
Gregorio Y. Zara (1902-1978) – He made more than 30 useful inventions.

His three most famous inventions are the videophone or
television-telephone, Alcohol-fueled Airplane Engine, and Solar
Oven. He is a renowned Filipino engineer and physicist.
Dr. Juan Salcedo – He launched the biggest and most unbelievable project
in the history of Medicine in the
Philippines, called “Enriched Rice”.
Dr. Fe Del Mundo– She started her masters in

pediatrics as a scholar at the Harvard
Medical Post Graduate School. She was
assigned to help in the building of a hospital
for children in Manila. She was credited for
inventing the incubator for premature babies and a jaundice
relieving device. She has dedicated her life
Arturo P. Alcaraz– he is a volcanologist specializing in geothermal energy

development. In 1967, Arturo Alcaraz and team powered an
electric light bulb using steam-powered electricity. This was the
first geothermal power generated in the Philippines.
Ramon Cabanos Barba – awarded as National Scientist for his outstanding

research on tissue culture in Philippine mangoes.
Josefino Cacas Comiso – credited for his works on observing the

characteristics of Antarctica by using satellite images.
Jose Bejar Cruz Jr. – known internationally in the field of electrical

engineering; was elected as officer of the famous Institute of
Electrical and Electronic Engineering (IEEE).
Lourdes Jansuy Cruz – notable for her research on the sea snail venom.
Fabian Millar Dayrit – notable for his research on herbal medicine.
Rafael Dineros Guerrero III - for his research on tilapia culture.
Lilian Formalejo Patena – known for doing research on plant

biotechnology
Gregory Ligot Tangonan – known for his research in the field of

communications technology
Caesar A. Saloma – an internationally renowned physicist
Edgardo Gomez –a famous scientist in marine science
William Padolina – a chemist and the president of National Academy of

Science and Technology (NAST) – Philippines
Angel Alcala – specialized in marine science. He is behind the invention of

artificial coral reefs to be used for fisheries in Southeast Asia.
There are other scientists in the Philippines who were not identified in
the list. Yet, the Philippines still needs more scientists and engineers, and
there is a need to support scientific research in the country. The University
of the Philippines-Los Baños is a science paradise for agriculture, forestry,
plant and animal science, and veterinary science.
GOVERNMENT POLICIES ON SCIENCE AND TECHNOLOGY
In response to the ASEAN 2015

agenda, the government, particularly the
DOST has sought the expertise of the NRCP
to consult various sectors in the society to
study how the Philippines can prepare itself
in meeting the ASEAN 2015 goals.
The National Research Council of the
Philippines (NCRP) recommended policies and programs that will improve
competitiveness of the Philippines in the ASEAN Region.
The NCRP clustered these policies into four, namely:
1. Social Sciences, Humanities, Education, International Policies and

Governance
 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
 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 Sciences

 Ensuring compliances 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 pool of information
 Allocating 2 percent of the GDP to research
 Legislating a low supporting human genome project.
4. Biological Sciences, Agriculture, and Forestry

 Protecting and conserving biodiversity by full implementation and
existing laws
 Use of biosafety and standard models by ASEAN countries
 Promoting indigenous knowledge systems and indigenous people’s
conservation.
 Formulation of common food and safety standards
There are also other existing programs supported by the Philippine

government through the DOST. Some of these projects are the following:
 Providing funds for basic research and patents related to science and
technology. The government funds basic and applied researches.
Funding of these research and projects are also from the Overseas
Development Aid (ODA) from different countries.
 Providing scholarships for undergraduate and graduate studies of
students in the field of science and technology. Saloma (2015)
pointed out that the country needs to produce more doctoral graduates
in the field of science and technology, and produce more research in
the fields, including engineering.
 Establishing more branches of the Philippine Science High School
System for training young Filipinos in the field science and
technology.
 Creating science and technology parks to encourage academic and
industry partnerships.
 Balik Scientist Program to encourage Filipino scientists abroad to
come home and work in the Philippines or conduct research and
projects in collaboration with Philippine-based scientists.
 Developing science and technology parks in academic campuses to
encourage academe and industry partnerships.
 The establishment of the National Science Complex and National
Engineering Complex within the University of the Philippines
campus in Diliman. These aimed to develop more science and
technology and engineering manpower resources needed by the
country. They also aimed to produce more researches in these fields.
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 development programs, such as the
Engineering and Science Education Program (ESEP) to produce more
PhD graduates in science and engineering
 Establishment of regional centers to support specific industries that
will lead the country in different research and development areas
 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
In the field of education, several science-related programs and projects

were created to develop the scientific literacy of the country. Special science
classes were organized and special science elementary schools were
established in different regions. Aside from these, science and mathematics
in basic education were continuously improved.
The current K to 12 education programs 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.
Lately, the Commission on Higher Education launched its Philippine-

California Advances Research Institute (PICARI) Project to allow several
higher education institutions in the Philippines and some UD-based
laboratories, research institutes, and universities to work on research and
projects related to science, agriculture, engineering health, and technology.
This project is hoped to strengthen the STEM competitiveness of the
country.
There are many other areas and fields that the country is looking forward to
embark various research and projects. The following are some of them:
1. Use of alternative and safe energy

2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Climate change and global warming
5. Increasing food production
6. Preservation of natural resources
7. Coping with natural disasters and calamities
8. Infrastructure development
The Philippine Congress has also created various laws related to

science and technology. These laws serve as a legal framework for science
and technology in the country. These laws vary according to different
themes such as: conservation, health-related, technology-building, and
supporting basic research, among others. Some laws and policies are in line
with international treaties such as the United Nations (UN), United Nations
Educational, Scientific and Cultural Organization (UNESCO), Association
of Southeast Asian Nations (ASEAN) and other international agencies.
The development of policies in science and technology is shaped or
influenced by several variables: policies need to be aligned with national
goals, consider international commitments based on legal frameworks, and
respond to various social needs, issues, and problems. Science and
technology policies ensure that the whole country and all people will people
will experience the progress that science can bring. Policies are guides to
direct all efforts to a goal of developing a scientifically advanced country.
References:
Estardo, Anna Maria Gracia. Science and Technology and Nation Building.
Retrieved from. Slideshare.net
EXERCISE 4:
SCIENCE EDUCATION IN THE PHILIPPINES and GOVERNMENT POLICIES
ON SCIENCE AND TECHNOLOGY
Name: ______________________________ Section: _______________

1. It is the home and pioneer of the prominent school-
based innovation
2. It is a science education that deals with developing
students’
understanding and appreciation of science ideas
3. This school was established on October 1, 1963.
4. He is behind the invention of artificial coral reefs to be
used for fisheries in Southeast Asia.
5. She invented incubator and jaundice relieving device
6. This is a government program gifted for students in the
Philippines
7. Countries who played an important role in building the
foundation of science in the Philippines.
8. It is a metal found to have been used as adornments
such as
earrings.
9. It is the process of hardening metal through heat-
induced carbon absorption.
10. It is a ship used for both trade and warfare found
mostly in the Visayas region.
List some programs/policies of the Philippine Government that steers the

nation’s Science & Technology forward. Describe these policies briefly and
support your claims by citing examples of their positive and negative impact
to our nation’s development.
Policy/ Program Positive Feedback Negative Feedback

Scoring Rubric
Content: /10
Ideas: /10
TOTAL SCORE: /20


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TABLE OF CONTENTS

TOPIC 1: Historical Antecedents in the Course of Science and

Module 1: Introduction of Science and Technology Time

1.1Why Science and Who does Science……………...4

1.2 What is Technology…………………………….…5

1.3 The Role of Science & Technology………………5

1.4 Science, Technology & Society…………………...6

1.5 Impacts of Science & Technology………………...9

Student’s Honesty Clause………………………..………….15

1. Articulate the impacts of science and technology on society,

2. Creatively present the importance and contributions of science and

TOPIC LEARNING OUTCOME

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

MODULE LEARNING OUTCOME

Activating Prior Learning:

What I already Know What I Want to know What I have Learned

Science came from a Latin word “scientia” which means “to

According to the words of former Mexican president Luis Echeveria,

Scientific knowledge is hence guided by the principal constituents of:

1.1 Why Science? Who does Science?

Science today is a field providing direct and indirect source of

1.2 What is Technology?

Technology is a combination of Greek

It covers any tool or product, any process or approach, any equipment

1 .3 The Role of Science and Technology

1.4 Science and Technology and Society

The relationship between science and technology and society is akin

Bewildering scientific and technological advances in the modern age

Truly, not many societies have taken advantage of technological

Governments, institutions and communities now see that science and

Table 1: Energy Resources of Countries

Two of the world’s largest producers and consumers of energy in total

1.5 Impacts of Science and Technology

Cabaddu, Mark Angelo, (2019). Science, Technology and Society Module.

Edwineiou. Lecture Notes on Introduction to Science, Technology and

Memijie-Cruz, Liwayway. Historical Antecedents of Science and

Espinosa, Ken Paul. STS- Historical Antecedents in the Course of Science

The Impacts of Science and Technology. Retrieved from:

I. Identification: Identify what or who is being referred to in the following

1. The application of scientifically gained knowledge for

1. In this module, describe one of the most important contributions to

2. How Science and Technology affect Society. Explain your answer.

NAME: Yr. & Section

Student’s Honesty Clause:

TOPIC 1: Historical Antecedents in the Course of Science and

Module 2: The History of Science &Technology: Prehistoric,

1.1 Prehistoric Era (Stone Age) …………………….3

1.2 Science & Technology in Ancient Time……...….4

1.3 Bronze Age ………………………………………5

Development of Science in Mesoamerica………………. ….6

Development of Science in Asia………………………...…..9

Middle East Countries………………………………..……..11

Student’s Honesty Clause………………………………..…...17

COURSE LEARNING OUTCOME

3. Articulate the impacts of science and technology on society,

4. Creatively present the importance and contributions of science and

TOPIC LEARNING OUTCOME

4. Discuss the interactions between Science and Technology and