Dalapang, Labangan, Zamboanga del Sur

Prepared by:

Course Instructor

2020 - 2021
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 Unit 1
General Concepts and STS Historical
Development

Week Topic Learning Outcomes Activities

Historical At the end of this topic, students will be

able to;
Antecedents in
1-2 the Course of
a. Discuss how scientific and technological
developments affects society; and
Science and b. Explain the impact of the development
Technology of science and technology to the
environment.

At the end of this topic, students will be

able to; Discussion
3-4 Intellectual
a. Discuss paradigm shifts through
history;
Demonstration
Evaluation Exercise
Revolution b. explain how intellectual revolution
changed how humans see the world; and
Performance
c. Select a revolutionary scientist and Activity
present a persuasive speech representing
his/her theory.

At the end of this topic, students will be

able to;
5-6 a. Explain the role of Science and
Technology in Philippine nation building;
Science and b. List noteworthy inventions, with their
Technology inventors and give their major
and Nation contributions in shaping the Filipino
nation;
Building c. Identify science and technology policies
of the government;
d. appraise the impact of these policies on
the development of Filipino nation; and
e. Recognize the need for balance between
freedom and responsible behaviour
during the exchange of ideas.
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 Topic 5 - 6: Science and Technology and Nation Building

Learning Outcome:
At the end of this topic, students will be able to;
a. Explain the role of Science and Technology in Philippine nation building;

b. List noteworthy inventions, with their inventors and give their major
contributions in shaping the Filipino nation;

c. Identify science and technology policies of the government;

d. appraise the impact of these policies on the development of Filipino

nation; and

e. Recognize the need for balance between freedom and responsible behaviour
during the exchange of ideas.

Science and Technology and Nation Building

Major Development Programs and Personalities in Science and Technologies in

the Philippines

Major Development Programs in Science and Technologies in the Philippines

Philippine science and technology has a long history, dating back to the
early American colonial period during which the Bureau of Science was created.
Moreover, the public school system was created at about the same period.
• University of the Philippines
Major shifts in the direction of Philippine S&T took place right after the
proclamation of independence in 1946.
• Reorganized into an Institute of Science.

There were also major shifts in the 1950s and 1960s that focused on S&T
institutional capacity building.
• infrastructure-support facilities

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 In response to these problems and to the need for S&T to generate
products and processes that were supposed to have greater beneficial impact on
the country.
In the 1980s, research utilization was given stronger emphasis.
• NSTA - National Science and Technology Authority
• PCHRD - Philippine Council for Health Research and Development
• PCIERD - Philippine Council for Industry and Energy Research and
Development
• PCARRD - Philippine Council for Agriculture, Forestry and Natural
Resources Research and Development
• NRCP - National Research Council of the Philippines
The creation of the councils and research institutes under the NSTA
showed a clear shift in science policy from one of a technology push to a
demand-pull strategy.
After the EDSA Revolution in 1986, the NSTA was reorganized into what
is now called the Department of Science and Technology (DOST) by virtue of
Executive Order 128.
For a more effective delivery of certain functions, the DOST was further
restructured, resulting in the establishment of the:
• TAPI - Technology Application and Promotion Institute
• SEI - Science Education Institute
• STII - Science and Technology Information Institute
The National Institute of Science and Technology was reorganized into the
present Industrial Technology Development Institute.
• PCASTRD - Philippine Council for Advanced Science and Technology
Research and Development
• PCAMRD - Philippine Council for Aquatic and Marine Research and
Development
Furthermore, the leadership of DOST placed greater emphasis on
massive technology transfer activities. It also initiated specific interventions
through various programs such as the Comprehensive Technology Transfer and
Commercialization (CTTC).
S&T services were also provided to supplement R&D and technology
transfer:
• Upgrading of testing
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 • Standardization and quality control services
• Various forms of technical assistance and consulting services.
R&D institutes undertook contract researches to foster the collaboration
among the institutes, the private sector, and the academe. Furthermore, they
initiated funding assistance to technology developers and acceptors through tie-
ups with financing institutions such as the Development Bank of the Philippines,
Technology Livelihood Resource Center, Landbank, and Private Development
Corporation of the Philippines.
To facilitate the transfer of foreign technology, science parks were set up.
These parks were also intended to:
• Serve as vehicles for university interaction with private industry;
• Develop new knowledge-based industries and strengthen existing ones;
and
• Provide a propitious environment for innovation and contract research.
In 1998, a presidential task force on S&T was formed to deal with the
overall problems confronting R&D and S&T development in the country, and to
formulate an S&T development plan that would support the national development
goal of attaining a newly industrialized country status by the year 2000.
During the Ramos administration, the DOST initiated a Science and
Technology Agenda for National Development (STAND Philippines 2000), which
embodied the country’s technology development plan in the medium term, in
particular, for the period 1993-1998.

Summary of Science & Technology policy programs in the Philippines

Modernization of the Production Sectors
• CTTC - Comprehensive Technology Transfer and Commercialization
Program
• Support programs to the CTTC
• Investors
• National and regional technology fairs
• Technology financing programs
• Information services
• DOST training centers
• Regional and provincial S&T centers

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 • DOST Academy Technology Business Entrepreneurship Development
Program
• Technology business incubators
• Science and technology parks
• Global search for technology
• Program of assistance to investors
Upgrading of R&D Activities
• R&D priority plan
• Grant-in-aids program
• Contract Research Program
• R&D Incentive Programs
Development of R&D Infrastructure
• Manpower Development Program in Science and Engineering
• Grade school and secondary school level
• Vocational and Technical Education
• Scientific Career System (SCS)
• Utilization of Filipino exports
• Recognition of S&T efforts
• Balik-Scientists Program Development of S&T culture
• Organizing and strengthening of S&T

Major Personalities in Science and Technologies in the Philippines

Fe Villanueva del Mundo was a Filipina pediatrician, the founder of the
first pediatric hospital in the Philippines.
Eduardo Quisumbing was a Filipino biologist, a leading authority of plants
in the Philippines.
Gavino Cajulao Trono Jr. is a Filipino biologist dubbed as the “Father of
Kappaphycus farming.”
Maria Orosa Ylagan was a Filipina food technologist, pharmaceutical
chemist, humanitarian and war heroine.

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 SCIENCE EDUCATION IN THE PHILLIPPINES

Early Major Projects and Activities

EARLY EFFORTS TO IMPROVE SCIENCE EDUCATION
As early as decade of the 1950s, scientists were concerned with the state
of science education in the schools. Leading scientist made Philippine authorities
aware that the teaching of science from grade school level to college levels in
both public and private schools was very inadequate.
Philippine Association for the Advance of Science – annual conference which it
focuses on the training of science teachers and teaching of science. - It also
called the importance of the growth of science consciousness in the general
population and the need to remedy the shortage of scientist in the country.
• 1957 – The Philippine government made the teaching of science
compulsory in all elementary and secondary schools.
National committee for Science Education – set up in 1958 to formulate
objectives for teaching of science education at all levels and to recommend steps
that would upgrade the teaching of science.
The committee identified the following areas to which improvement efforts
were needed.
a. Integration of science with classroom instruction
b. Acquisition of more science equipment and tools
c. Coordination of efforts with other agencies
d. Negotiation for a science institute for teachers
e. National science talent search and fellowship
f. Higher salaries of science and mathematics
Clark Hubler – a science educator of Wheelock College in Boston,
Massachusetts and Fulbright fellow in the Philippines in 1963-1964, noted some
salient characteristics of science education in the country – language problem.
• 3 language had to be learned by the students Filipino, English, Spanish
• 4 language for Tagalog provinces local dialect, Filipino, English, Spanish
• 5 languages for those not spoken local dialect in their home.
• He cited that the ratio of books is 1:4 in Manila public schools and 1:10 in
the rest of the country.

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 THE BSCS ADAPTATION PROJECT - The secretary of Education had earlier
set up a National Committee in Science Education to formulate objectives for
teaching of science at the three instructional level and recommended action that
would upgrade the teaching of science.
a) Subject matter competence of teachers
b) The curriculum materials
c) Laboratory equipment and science facilities in schools.

According to the survey on the status of science teaching in the Philippines and
in U.S. conducted by the committee created by the NSDB. The committee found
that all levels of science instruction, elementary, secondary and tertiary had in
common the following weaknesses and a lack of:
1. Adequate equipment and facilities in the laboratories
2. Up-to-date and adequate textbooks, publications and reference materials
3. Qualified and imaginative teachers
4. Provision for systematic upgrading of teachers

• 1960s – a group of biological educators at the University of Philippines

organized themselves into a team to adapt the Biological Science Curriculum
Study (BSCS) Green Version – introduce to students to the living world and
sought to provide him with biological information as may be necessary and useful
as he lives his life.
• 1962 – Adaptation on green version laboratory manual. - BSCS donated
1,600 copies of the BSCS green version textbook, experimental edition. - Green
version laboratory manual were tried out in ten (10) public high schools for a full
school year.
• The BSCS adaptation project was an exercise in curriculum development
involved:
Writer-specialist
Classroom teachers
Administrators
Illustrators and biology educators

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 ESTABLISHING THE SCIENCE EDUCATION CENTER
DR. CARLOS P. ROMULO – submitted to the Ford Foundation a request
grant for operation and staffing costs of the Science Teaching Center, for the
foreign advisor for a 2 year science consultant, for fellowship for advance training
of teachers and supervisor for books and subjects.
Harry Case – head of the Ford Foundation; recommended the Philippines
educational leaders for the remarkable degree of cooperation in the
establishment of the Science Teaching Center at the University of the Philippines
• September 25, 1964 – U.P. grant by the Ford Foundation providing
$310,000 over a two-year period of the Science Teaching Center.
• R.A 5506 - an Act establishing Science Education Center (SEC) as a
permanent unit of the University of the Philippines. This act earn marked 250,000
pesos annual from the national especial science fund for the support of the
center.
• The following are the activities were included in the summer institute to
achieve the mention competences:
a) discussion of the objectives of the materials
b) discussion and practice in writing instructional objectives
c) study, discussion and demonstration lessons of the process of science
d) Study and discussion of the basic concepts include in the materials. This
section include updating and increasing the teacher’s background knowledge in
particular concepts
e) Performing selected laboratory exercises from the new materials
f) Constructing simple teaching aids needed in teaching the materials
g) Teaching sample classes followed by critique and discussion of the lesson
taught
h) Pre and post testing of the teachers participants. The tests include
‘process’ and ‘content’ items.

SCIENCE EDUCATION THROUGH DECADES

SCIENCE EDUCATION IN THE 1940’S

After World War II, the emergency curriculum made possible the
accommodation of a 120 pupils in an elementary level.

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 Secondary level general curriculum replaced the type A & B curricula.
Home economics, national language, and vocational courses became required
course for all years except for geometry, advanced algebra, and physics, which
became optional courses.
No science offered in grade 1 to 4 of elementary level
30 minutes allotted for science and arithmetic in intermediate levels (grade
5 & 6)
One teacher handled of 60 pupils in the morning & another teacher in the
afternoon for 60 pupils (in the same room)
1946 – General secondary curriculum was enforced in all third and fourth
year classes of public schools. Physics, chemistry, and advanced algebra were
optional.
1948-1949 – the educational Act of 1948 seeking restore grade 7 drafted
but it remained unacted.
1949-1950 – community school movement started in Iloilo and Bohol.
• Classroom instruction emphasized functional and social values of the
subject matter and activities dealt with understanding and appreciation of simple
facts and methods, activities in the form of observation, experimentation, critical
thinking, planning, and participating in the experiments.
• Secondary level was emphasized in such activities as health, sanitation,
community, and home beautification.
SCIENCE EDUCATION IN THE 1950s
The importance of Science to development was only recognized by
leading scientists.
1957- Science became a part of the curriculum from Grade 1-6.
DEVELOPMENT IN THE 1960S
Emphasis in the objectives of instructional procedures and evaluation.
Educational objectives, cognitive, affective, and psychomotor were given
prominence in teacher education course and summer institute.
Chemistry was newly introduced subject in the public high schools and
teachers needed the training because many of those teaching this subject had no
specialization in it.
During this decade, some agencies assisted in the training of science
teacher.

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 The first part of four-year in-service training program in the use of Filipino
as medium of instruction grade 1 for non-Tagalog provinces and grade 3 for
Tagalog provinces/
Launched in 22 regional in-service education centers.
Summer institute also focused on certain issues related to the
improvement of science and math education
a) Relevance of course to the day functions of teachers
b) Teachers should let the students do science instead of teaching about
science
c) Students should provide with instructional materials that illustrate current
accepted concepts about science teaching
Behavioral objectives:
• Instructional procedures – emphasized students experience which
contributed to the attainment of the stated goals.
• Evaluation – used to reinforce the students’ learning experiences. Test
critical thinking skills, analysis, application, and other cognitive skills. 1967
• NEDA assisted a program which prepared/revised/refined syllabi for
teaching English, Pilipino, Mathematics, Science, and Economics.

PHILIPPINE SCIENCE AND TECHNOLOGY AGENDA

Innovation Culture

What recent success we have with the saltwater lamp, the salamander tricycle and the
Diwata 1 microsatellite is a good start but only indicates that we have a long way to go
before we create an innovation culture. Innovation can only happen with enough scientists
and technologists to develop an “innovation ecosystem.”

Saltwater lamp Salamander tricycle Diwata 1 microsatellite

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ASEAN Integration requires competitive technology

Science and technology help us understand nature and the world, and enables us to lead full
lives through new and innovative means. It therefore requires that we as Filipinos, expand our
science and technology base to enable us to compete in an integrated ASEAN.

Two Major Approaches

1. Stronger Research and Development in the regions, not just Manila

Expand research and development initiatives by providing more grant support for R and D
through the DOSTs sectoral planning councils such as PCIERD, PCAARD and ASTI in
cooperation with universities in the regions. The science initiative must be distributed to the
regions especially those where food production needs to be improved, industry needs to grow
and where innovation needs to be developed. This is critical in light of climate change and
expensive electricity and the need to disperse industry and economic activities.

2. Strategic projects in five areas:

 Renewable energy- we need new technologies to enable high electricity yields in limited
space with less dependence on natural resources to enable us to meet our COP 21
commitments, while lowering the price of electricity.
 S and T for industry development- we need stronger participation of our scientists and
engineers if we want to revitalize our basic industries such as the steel industry.
 Faster and cheaper internet – we have Asia’s slowest internet, yet our archipelago needs
it bridge gaps and build networks.

 Increased food production- given limited lands, technology is needed to expand yields
while increasing quality of output and being less dependent on foreign inputs like
fertilizers.
 Climate change adaptation- We need cutting edge technology to enable our farmers to
adapt to changing climates and the need to do away with technologies that destroy the
capacity for good healthful yields.

Enabling Mechanisms and Specifics

1. More Research grants through the DOST and its sectorial planning councils and institutes
2. Strengthen the Balik Scientist Program and retention program for current young scientists- our
young scientists must be engaged through actual research projects. Many of our scientist’s
andengineers are OFWs who support our candidacy. We need their help to uplift our country’s
technology and we hope they come back.
3. S and T cooperation within ASEAN- especially on the space program and climate change
adaptation.

4. Cooperation between industry and the science community by involving them in the sectoral
planning councils. DOSTs programs for SMEs (Such as SET-UP) needs to be replicated further.

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 ALHADEETHA MINDANAO COLLEGE
Dalapang, Labangan, Zamboanga del Sur

LET’S DO THIS!
Name: ________________________________________________ Date: ________________

Course – Year & Section: ____________________________ Score: _______________

Instruction: Read and answer the following given task. Duplicating of ANSWER
automatically WRONG and MINUS 5 points.
Deadline: February 22, 2021, Monday before 10am. Minus 10 for late passer.

Activity 1: Follow the suggest Format;

Use Microsoft Word for this activity.
Long Bond Paper
Arial (Font Style)
12 (Font Size)
1.5 Spacing and Justify

1. Identify 10 issues in the Philippines. What science and Technology – related

policies could be develop and implemented to solve these issues?
2. What can say about the implementation of some science and technology
policies and projects in the country? Base on the topic discuss on the module.

Activity 2: Use any graphic organizer to represent your answer.

Do research of 10 modern Filipino scientist and their respective
inventions/discoveries. Describe the inventions and their major contributions in the
development of our nation.

If you have queries with regards to the activity just message me on

my facebook account or call me.
Good Luck and Allah guide you in your studies.

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 Rubric for the Activities:

10 - 8 Points 7 -5 Points 4 - 2 Points

The response indicates The response indicates The response indicates

that the student has a that the student has partial that the student does not
complete understanding of understanding of the demonstrate an
the concepts. concept. understanding of concept.

The student has provided The student has provided The student has provided
a response that answer the a response that includes a response that is
question accurately and information that is inaccurate and incomplete.
completely. essentially correct, but the
information is to general or No support of any
Necessary support and/or too simplistic. examples.
examples are included.
Some of the support
and/or examples may be
incomplete or omitted.

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