Samar Colleges, Inc.

College of Arts and Sciences

Catbalogan, Samar

MODULE 3
IN
SCIENCE, TECHNOLOGY AND SOCIETY
(PRELIM PERIOD)

Prepared by:

ALVIN A.ARCIETE, LPT

Instructor
College of Arts and Sciences
LESSON
3

SCIENCE, TECHNOLOGY, AND NATION-BUILDING

LESSON OBJECTIVES______________________________________

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

 Discuss the concept of science education, and

 Identify science schools established to promote science education in the

Philippines

INTRODUCTION___________________________________________

The Philippines is trying its best to improve the state of science education in the
country. This lesson will discuss the concept of science education and will identify some
strategies to promote science education in the country. One of the strategies is to
establish science schools that will encourage students to pursue their career in science
and technology and to nurture their gifted potentials in science.

The Concept of Science Education

Science education focuses on teaching, learning, and understanding science.

Teaching science involves developing ways on how to effectively teach science. This
means exploring pedagogical theories and models in helping teachers teach scientific
concepts and processes effectively. Learning science, on the other hand, includes both
pedagogy and the most interesting aspect, which is helping students understand and
love science.

Understanding science implies developing and applying science-process skills

and using science literacy in understanding the natural world and activities in everyday
life.
 Getting deeper into the discourse of science education, John Dewey (2001)
stressed the importance of utilizing the natural environment to teach students.
Accordingly, nature must indeed furnish its physical stimuli to provide wealth of
meaning through social activities and thinking It is not surprising therefore that science
education is important. In fact, Marx (1994) opines that science is going to be one of the
most important school subjects in the future.

Science education is justified by the vast amount of scientific knowledge

developed in this area that prepares citizens in a scientifically and technologically
driven world. Science education provides skills and knowledge that are necessary for a
person to live in what Knight (1986) describes as the age of science and to develop a
citizenry that will meet the goals of science in the society (Tilghman, 2005). Developing
a science culture is therefore an immense responsibility for schools,

Science Education in Basic and Tertiary Education

In basic education, science education helps students learn important concepts

and facts that are related to everyday life (Carale & Campo,2003; Meador, 2005; Worth
& Grollman, 2003) including important skills such as process skills, critical thinking
skills, and life skills that are needed in coping up with daily life activities (Chaille &
Britain, 2002). Science education also develops positive attitude such as: the love for
knowledge, passion for innovative things, curiosity to study about nature, and
creativity (Lind, 1997). Science education will develop a strong foundation for studying
science and for considering science-related careers in the future. This is an investment
for the country to develop a scientifically cultured and literate citizenry.

In tertiary education, science education deals with developing students

understanding and appreciation of science ideas and scientific works. This is done
through offering basic science courses in the General Education curriculum. Science
education in the tertiary level also focuses on the preparation of science teachers,
scientists, engineers, and other professionals in various science-related fields such as
engineering, agriculture, medicine, and health sciences. The state provides scholarships
to encourage more students to pursue science courses

Science Schools in the Philippines

One outstanding program for science education supported by the government is

the establishment of science schools in various parts of the country. There are also
several government programs implemented by the Department of Education and few
private schools for science education.
Philippine Science High School System (PSHSS)

This is a government program for gifted students in the Philippines. It is a

service institute of the Department of Science and Technology. (DOST) whose mandate
is to offer free scholarship basis for secondary course with special emphasis on subjects
pertaining to the sciences, with the end-view of preparing its students for a science
career (Republic Act No. 3661). The school maintains a dormitory for all its students.

Since its inception, the PSHSS continues to pursue its vision to develop Filipino
science scholars with scientific minds and passion for excellence. PSHSS students have
proven to be a beacon of excellence, courage, and hope for the country. They have
brought honor to the Philippines through their exemplary achievements in various
international competitions and research circles. When the students graduate from the
school, they are expected to pursue degrees in science and technology at various
colleges and universities locally or abroad.

Special Science Elementary Schools (SSES) Project

The Special Science Elementary Schools (SSES) Project is in pursuance to DepEd

Order No. 73 s. 2008, and DepEd Order No. 51 s. 2010. This project started in June 2007
with 57 identified elementary schools that participated or were identified as science
elementary schools in the country. Since its inception, the number have grown to more
than 60 schools nationwide and this is now its sixth year of implementation.

The SSES Project aims to develop Filipino children equipped with scientific and
technological knowledge, skills, and values. Its mission is to.

 Provide a learning environment to science-inclined children through a special

curriculum that recognizes the multiple intelligences of the learners,
 Promote the development of lifelong learning skills, and
 Foster the holistic development of the learners.

The subject Science and Health is taught in Grade 1 with a longer time compared
to other subjects: 70 minutes for Grades I to III and 80 minutes for Grades IV to VI. The
curriculum also utilizes different instructional approaches that address the learning
styles and needs of the learners like the use of investigatory projects.

Quezon City Regional Science High School

The school was established on September 17, 1967. Originally, it was named
Quezon City Science High School. It was turned into a regional science high school for
the National Capital Region in 1999. The school was a product of a dream to establish a
special science school for talented students in science and mathematics. The focus of the
curriculum is on science and technology. The school still teaches the basic education
courses by the Department of Education (DepEd) for second education. However, there
are additional subjects in sciences and technology that students should take. The school
envisions to serve as a venue in providing maximum opportunities for science-gifted
students to develop spirit of inquiry and creativity. The school is well-supported by the
local government unit and by the Parents and Teachers Association (PTA). The school is
under the Department of Education.

Manila Science High School

The school was established on October 1, 1963 as the Manila. Science High School
(MSHS). It is the first science high school in the Philippines. The organization and
curriculum of the school puts more emphasis on science and mathematics MSHS aims
to produce scientists with souls. In order to do this, humanities courses and other
electives are included in their curriculum Students are also encouraged to participate in
various extracurricular activities. The school administers an entrance exam, the Manila
Science High School Admission Test (MSAT), for students who wish to enroll. The
MSAT has five parts: aptitude in science, aptitude test in mathematics, problem-solving
test in science, problem solving test in mathematics, and proficiency in English. The
school prides itself from producing outstanding alumni and for winning various
national competitions.

Central Visayan Institute Foundation

It is the home and pioneer of the prominent school-based innovation known as

the Dynamic Learning Program (DLP) The DLP is a synthesis of classical and modern
pedagogical theories adapted to foster the highest level of learning, creativity, and
productivity.

The school takes pride in its Research Center for Theoretical Physics (RCTP)
established in 1992, which organizes small international workshops to foster the
informal but intense exchange of ideas and perspectives on outstanding problems in
physics and mathematics.

SUMMARY……………………………………………………………………………………….

Science education deals with the teaching and learning of science and in helping
the public develop science literacy. This is important in the promotion and
development of science and technology in the country. Science education deals with the
development of people in science, which is the heart of science, technology, and society.
INSTRUCTIONS: Answer the following questions and write your answers in a yellow pad
paper, once you’re done, take a picture of that and send it back to our Google classroom.

ACTIVITY 1

1. What other government projects and programs are available for science education in
the Philippines?
2. Are there private schools with outstanding science education programs? Identify and
compare their science education programs with public science schools.

INSTRUCTIONS: Answer the following questions and write your answers in a yellow pad
paper, once you’re done, take a picture of that and send it back to our Google classroom.

ACTIVITY 2

1. Discuss science-related issues and problems in the country.

2. Identify science and technology policies that could be adapted or implemented in the
Philippines.

REFERENCES

Carale, L.R., & Campo, P.C. (2003). Concept Development in FilipinoChildren: The Circulatory
System. Quezon City: University of the Philippines, National Institute of Science and
Mathematics Education.

Central Visayas Institute of Technology. (2013). "Science Curriculum for K-12." Accessed
January 26, 2017. http://cvif.awardspace. com/Department of Education. Department of
Education. (2002). "Primer on 2002 Elementary

Education Curriculum." "The 2002 Ra Department of Education. (2002). "The 2002 Basic
Education Curriculum.

Department of Education Order 57 s. 2011. "Policy Guidelines in the Implementation of the

Special Science Elementary Schools (SSES) Project."

Knight, D. (1986). The Age of Science. The Scientific World-view in the Nineteenth Century.
Oxford: Basil Blackwell Inc.

Lind, K.A. (1997). "Science in the Developmentally Appropriate Integrated Curriculum." In

C.H. Hart, D.C. Burts, and R Charlesworth, (Eds.), Integrated Curriculum and
Developmentally Appropriate Practice. Birth to Age Eight. (pp. 75-101). New York: State
University of New York Press.

Marx, G. (1994). "Shortcut to the Future." In B. Jennison and J. Ogborn, (Eds), Wonder and
Delight: Essays in Science Education in
Honor of the Life and Work of Eric Rogers 1902-1990. (pp. 5-18). London: Institute of Physics
Publishing.

Manila Science High School. Accessed January 26, 2017. http://bu manilascience.edu.ph/

Meador, K.S. (2005). "Thinking Creatively About Sience: Suggestions for Primary Teachers."
In S. Johnson and J. Kendrick, (Eds.), Science education for Gifted Students (pp. 13-22). Texas:
Prufrock

Press, Inc. Quezon City Regional Science High School. Accessed January 26, 2017.
http://quesci.com/

Tilghman, S.T. (2005). Strange Bedfellows: Science, Politics, and Religion. A George Romanes
Lecture presented at Oxford University.

Worth, K. & Grollman, S. (2003). Worms, Shadows, and Whirlpools: Science in the Early
Childhood Classroom. Newton, MA: Educational Development Center Publication.