MODULE 3
53
Science and Technology and Nation Building
HOW TO LEARN FROM THIS MODULE
Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activity after each lesson to determine how well you understood the
topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.
INTRODUCTION
This module discusses the influence of science and technology in the
development of the Philippine society. It identifies government programs, projects,
and policies geared toward boasting the science and technological capacity of the
country. It also includes discussions on Philippine indigenous science and
technology.
After completing the module, you should be able to answer what are the
current state of science and technology in the Philippines and its strategic plans
related to the advancement of S and T in the country.
LEARNING OBJECTIVES
At the end of this module, the learner should be able to:
o Discuss the role of science and technology in the Philippine nation-building;
o Evaluate government policies pertaining to science and technology in terms of
their contributions to nation-building; and
o Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.
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LEARNING CONTENT
Philippine science and technology has a long history, dating back to the early
colonial period during which the Bureau of Science was created. Moreover, the
public school system was created at about the same period. Major shifts in the
direction of Philippine Science and Technology took place right after the
proclamation of independence in 1946. There was also a major shift in the 1950s
and 1960s that focused on S&T institutional capacity building. In the 1980s, research
utilization was given stronger emphasis, hence, the creation of various interrelated
councils and research institutes in the country and creation of strategic science and
technology agenda.
LESSON 1. The Philippine Government S&T Agenda
The Technology Index is defined as the average of the sum of the number of
patents and registration of new designs, technology trade, and value added in
manufacturing and the export of technology-intensive goods. The results in the
Technology Index of 1982 shows that the state of Science and Technology of the
Philippines is defined to be -0.1 compared to the U.S, the world’s technology leader,
which is 100. The Philippines also ranks low in terms of technological capacity.
Regarding to the type of basic technologies: Material Technology, Equipment
Technology, Energy Technology, Information Technology, Life Technology and
Management Technology, the Philippines has only a pre-operative capability in the
third-wave of development in these technologies. There is very low output of
international scientific research publications compared with Asian countries.
Moreover, funding for the improvement of science education is woefully
lacking and there is no adequate and attractive financial support for R&D scientists
and engineers. There is not much support either in terms of venture capital for the
commercialization of technologies. Moreover, extreme lack of research laboratories
in semiconductors, molecular biology, photovoltaics, etc. is the inadequate facilities
of the S&T libraries and information networks, including access by the university
students and researchers to the internet. The results had paved to the government
its quest for better improvement of science and technology in the country.
Assessment of the Past Science and Technology Plans
Since 1986, the Philippines has prepared three comprehensive Science and
Technology plans: The Science and Technology Master Plan (STMP), the Science
and Technology Agenda for National Development (STAND) and the DOST MediumTerm Plan (DMTP).


STMP (1991-2000)
STAND (1993-1998)
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
DMTP (1999-2004)
Visions for Philippine Science and Technology



By 2004, Science and Technology shall have contributed significantly to the
enhancement of national productivity and competitiveness and to the solution
of pressing national problems.
By 2010, the Philippines shall have carved some niches and become a worldclass knowledge provider and user in selected Science and Technology
areas; it shall also have developed a vibrant Filipino Science and Technology
culture.
By 2020, the Philippines shall have developed a wide range of globally
competitive products and services which have high technology content.
Goals for Philippine Science and Technology



By 2004:
- Improved access to quality Science and Technology services;
- Higher productivity and competitiveness for selected Philippine product
and Industries;
- Technology-based enterprises shall have emerged in the regions;
- Enhanced Science and Technology awareness and support among
leaders and policy makers
By 2010:
- World-class capabilities in ICT
- Technological leadership in ASEAN in the fields of biotechnology, material
science and microelectronics
- Adequate number of quality scientists and engineers in the country
- Robust technology and knowledge-based industry sectors
- Highly-developed culture of innovation and Science and Technology
consciousness
By 2020:
- World-class universities in Science and Technology
- Internationally recognized Filipino scientists and engineers
- A model in Science and Technology management and governance.
Strategies: To achieve the goals under the Plan, strategies pursued were:

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Niching and Clustering
Addressing National Problems
Development of Human Resources
Provision of Support to Industry Particularly SMEs
Accelerating Technology Transfer and Utilization
Upgrading of Infrastructure
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
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Strengthening of Government, Industry, Civil Society and International
Linkages
Improvement of Science and Technology Governance
Popularization of S & T
Updates on Philippine Science and Technology Agenda
The Department of Science and Technology (DOST), in consultation with
government and private research and development institutions, the academe,
industry and other concerned agencies, prepared the Harmonized National R&D
Agenda (HNRDA) 2017-2022 to ensure that results of S&T endeavors are geared
towards and are utilized in areas of maximum economic and social benefit for the
people.
The following points were emphasized in the creation and implementation of
HNRDA:
 The formulation of the HNRDA is in line with the DOST’s mandate of
providing central direction, leadership and coordination of the scientific and
technological efforts in the country.
 The HNRDA is aligned with AmBisyon Natin 2040: matatag, maginhawa at
panatag na buhay para sa lahat.
 It has three pillars: Malasakit (enhancing the social fabric), Pagbabago
(reducing inequality) and Kaunlaran (increasing potential growth).
 AmBisyon Natin 2040 and the three pillars form the foundation for more
inclusive growth, a high-trust and resilient society and a globally competitive
knowledge economy.
 On 21 October 2016, the DOST hosted the 1st National R&D Conference
(NRDC) to harmonize the country’s research and development priorities and
align them with the thrusts of the current administration.
 Comments and recommendations raised during the 1st NRDC were
considered in the final version of the HNRDA which was presented to
stakeholders during the 2nd National R&D Conference on 15 February
2017.
 One of the outcomes identified in the Philippine Development Plan 20172022 is to increase the country's potential growth by building the foundation
for a globally competitive knowledge economy where accelerated
technology adoption and stimulated innovation are envisioned to be
achieved.
 The HNRDA, therefore, articulates our national priorities and will serve as
guide for public investment in R&D while ensuring a cohesive convergence
and integration of R&D efforts towards the shared goal of inclusive socioeconomic growth and a better life for Filipinos.
 The HNRDA is organized into 5 sectors:
1. Basic Research;
2. Agriculture Aquatic and Natural Resources;
3. Health;
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
4. Industry, Energy and Emerging Technology; and
5. Disaster Risk Reduction and Climate Change Adaptation.
The Agenda was formulated by the National Research Council of the
Philippines (NRCP), Philippine Council for Agriculture, Aquatic and Natural
Resources Research and Development (PCAARRD), Philippine Council for
Health Research and Development (PCHRD), Philippine Council for Industry,
Energy and Emerging Technology Research and Development (PCIEERD),
Philippine Institute of Volcanology and Seismology (PHIVOLCS), and
Philippine
Atmospheric,
Geophysical
and
Astronomical
Services
Administration (PAGASA) in cooperation with stakeholders in the respective
sectors.
Fig. 3.1 Harmonized National R&D Agenda (HNRDA) Framework
Source: Harmonized National Research and Development Agenda (HNRDA)
2017-2022.
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R&D Priority Areas and Programs

National Integrated Basic Research Agenda (NIBRA)
For 2017-2022, the NRCP’s National Integrated Basic Research Agenda
(NIBRA) will prioritize fundamental research in support of the Philippine
Development Plan, the National Security Plan, and the Science for Change
Program led by the Department of Science and Technology. It has six issuebased NIBRA programs, namely;
a. Water Security – TUBIG Program (Tubig ay Buhayin at Ingatan)
b. Food and Nutrition Security – SAPAT Program (Saganang Pagkain
Para sa Lahat)
c. Health Sufficiency – LIKAS Program (Likas Yaman sa Kalusugan)
d. Clean Energy – ALERT Program (Alternative Energy Research Trends)
e. Sustainable Community – SAKLAW Program (Saklolo sa Lawa)
f. Inclusive Nation-building – ATIN program (Ang Tinig Natin)
Fig. 3.2 National Integrated Basic Research Agenda (NIBRA), 2017-2022
Source: https://chedresearch.files.wordpress.com/2017/11/dost.pdf
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
Health
The health R&D priorities comprise the health S&T component of the
National Unified Health Research Agenda (NUHRA).
1. Diagnostics
2. Drug discovery and development
3. Functional foods
4. Hospital equipment and biomedical devices
5. Information and communication technology for health
6. Dengue
7. Nutrition and food quality and safety
8. Disaster risk reduction
9. Climate Change Adaptation
10. Omic technologies for health (Platform technology across research
priorities)
Note: For further details about the NUHRA, visit www.pchrd.dost.gov.ph/

Agriculture, Aquatic and Natural Resources (AANR)
The Harmonized National R&D Agenda in AANR (HNRDA-AANR) 20172022 is an integration of the existing R&D agenda of government agencies
conducting R&D in AANR and inputs from various stakeholders. It is a product
of multi-sectoral consultations.
The AANR sector supports the use of advanced and emerging
technologies such as biotechnology, genomics, bioinformatics, nanotechnology,
nuclear technology, space technology, electronics and automation, and ICT as
R&D tools to find S&T solutions to AANR problems or develop new products
with significant potential impact to the sector.
The sector supports organic agriculture, halal food production, food safety
and traceability initiatives, and the development of genetically modified
organisms as long as it is compliant with biosafety rules and regulations.
The AANR sector also supports Farm Mechanization, as mandated by RA
10601, otherwise known as the Agricultural and Fisheries Mechanization Law,
to modernize the sector and increase agricultural productivity, efficiency and
competitiveness.
Research Priorities for Agriculture, Aquatic and Natural Resources
(AANR)
1. Agriculture
o Crops R&D Agenda
Germplasm research; Varietal improvement and selection; Good quality
planting materials (QPMs); Cultural management and crop production
systems; Postharvest processing and product development
o Livestock R&D Agenda
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2.
3.
4.
5.
6.
Animal improvement; Improved reproduction, feeding and nutrition;
Conservation and improvement of native animals; Vaccine biologics and
diagnostics; Detection of chemical residues and antimicrobial residue;
Decision support systems; Product development and processing.
Aquatic R&D Agenda
Applied genomics; Culture systems, Culture of new cultivable species,
Fish health, disease diagnostics and management, Nutrition, Feeds and
feeding systems; Post harvest handling, processing, and product
development; Automation of feeding water and culture management and
pest production, Fishkill warning and mitigation systems and
environmental management, Management of Fisheries
Forestry R&D Agenda
Development and sustainable management of tree plantations; high
yielding varieties (HYVs) development of priority timber species;
Production protocols for the production of QPM; Sustainable cultural
management practices, harvesting and post-harvest techniques and
marketing strategies
Natural Resources and Environment R&D Agenda
Biodiversity, Watershed management and utilization; Soil management
and rehabilitation, Agricultural and forest waste-based product
development; Climate change strategies and support tools; Resource
assessment and monitoring; Habitat management; Marine environmental
management; Innovative systems for unique landscapes and ecosystems.
Technology Transfer
Up scaling of technology transfer and commercialization; New and
innovative extension modalities.
Socio-Economics and Policy Research
Note: For more details, visit http://www.pcaarrd.dost.gov.ph/home/portal/

Research, Energy and Emerging Technology
Seventeen sectors covering various industries, the energy and
transportation sectors, and high impact fields like biotechnology and
nanotechnology are within the purview of the Philippine Council for Industry,
Energy and Emerging Technology Research and Development (PCIEERDDOST).
The Harmonized National R&D Agenda (HNRDA) for the Industry Sector
for 2017-2022 is formulated through targeted consultations with the private
sector, National Government Agencies (NGAs) and the academe. This was
presented during the National R&D Conference in 2016 and finalized in
February 2017.
To secure a truly harmonized R&D strategy within government, the DOSTPCIEERD has entered into several memorandum of agreement with NGAs
essentially to seamlessly integrate R&D efforts strategically and even fiscally
(through co-implementation and co-funding of projects).
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Industry competitiveness will focus on micro, small and medium enterprises
(MSMEs) and much effort will be provided toward countryside development.
Many R&D projects will leverage on existing resources and focus on waste
utilization, value-addition of traditional products and efficient manufacturing
processes. Lastly, it is noteworthy that four new fields of research are to be
included as priority areas for 2017-2022. These are deemed to be emerging
industries and critical to national development.
• Space Technology Applications
• Artificial Intelligence and Data Science
• Human Security and Defense Research
• Creative Industries
Research Priorities for Industry, Energy and Emerging Technology
1. Food and Nutrition Security
Nutritious, safe and affordable food for all, at all times
2. Countryside Development
More micro, small and medium enterprises (MSMEs) developing and
producing competitive and world class products and services
3. Competitive Industry
More industries enabled by state-of-the-art R&D, technologies and
science-based policies, moving up the value chain and attracting
foreign direct investments
4. Delivery of Social Services
Innovative, accessible, affordable and efficient social services for all
5. Intelligent Transportation Solutions
6. Renewable Energy and Energy Storage Solutions
7. Human Security
Protection of the country and its citizens against national threats
Note: For more details, visit http://pcieerd.dost.gov.ph/

Disaster Risk Reduction and Climate Change Adaptation (DRR-CCA)
The 2017-2022 Harmonized National Research and Development Agenda for
Disaster Risk Reduction and Climate Change Adaptation (HNRDA DRR-CCA)
represents the priorities of government organizations and stakeholders involved
in DRR and CCA, consistent with related local and international development
initiatives.
The HNRDA DRR-CCA consolidates the priorities of the DOST Sectoral
Councils, which have conducted multi-sectoral consultations, DOST agencies
and DOST regional offices. The research priorities were evaluated and
harmonized by a team from the Philippine Institute of Volcanology and
Seismology (PHIVOLCS) and Philippine Atmospheric Geophysical and
Astronomical Services Administration (PAGASA) with reference to related
national plans, such as the National Disaster Risk Reduction and Management
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Plan, the National Climate Change Action Plan, and global initiatives such as the
Sustainable Development Goals and Sendai Framework for Disaster Risk
Reduction. Disaster Risk Reduction and Climate Change Adaptation are crosscutting concerns in the health, agriculture, environment, energy and industry
sectors.
The 2030 Agenda for Sustainable Development was adopted by the United
Nations (UN) General Assembly in September 2015. It sets out 17 Sustainable
Development Goals (SDGs) with 169 associated targets and describes a number
of international mechanisms for supporting implementation.
The DOST support the Agenda by focusing substantial efforts to contribute to:
Goal 9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation
Goal 11. Make cities and human settlements inclusive, safe, resilient and
sustainable
Goal 13. Take urgent action to combat climate change and its impacts
Fig.3.3 UNESCO and Sustainable Development Goals
Source: https://en.unesco.org/sustainabledevelopmentgoals
The Sendai Framework for Disaster Risk Reduction (2015-2030)
addresses “the risk of small-scale and large-scale, frequent and infrequent,
sudden and slow-onset disasters, caused by natural or manmade hazards as well
as related environmental, technological and biological hazards and risks. It
considers climate change as one of the drivers of risk. It aims to guide the multi-
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hazard management of disaster risk in development at all levels as well as within
and across all sectors.
Fig. 1.4 Sendai Framework at a
Glance Source:
https://www.preventionweb.net/sendai-framework/sendai-framework-for-drr/at-aglance
DOST supports the Sendai Framework by subscribing to the identified Four
Priorities for Action namely:
Priority 1. Understanding disaster risk
Priority 2. Strengthening disaster risk governance to manage disaster risk
Priority 3. Investing in disaster risk reduction for resilience
Priority 4. Enhancing disaster preparedness for effective response, and to
“Build Back Better” in recovery, rehabilitation and reconstruction
Below also are the Research Priorities for Disaster Risk Reduction and Climate
Change Adaptation (DRR CCA) of the Philippines:
A. Observation and Monitoring Networks
B. Technology Development and Application for Monitoring
C. Modelling and Simulation for Improvement of Monitoring and Forecasting
D. Hazards, Vulnerability and Risk Assessment
E. Warning and Risk Communication
F. Technology Development and Application for Climate Change Mitigation and
Adaptation
G. Technology Development and Application for Disaster Risk Management
H. Policy Research
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READ
To know more the Aksyon
Para sa Ambisyon:
Philippine Development
Plan 2017 -2022, watch the
given link.
Please click/ visit the link below:
https://www.youtube.com/wat
ch?v=qjWyOnp4LCs
LEARNING ACTIVITY 1. Share your insights!
(Lesson Check – Up)
Short Essay: What can you say about the state of science and technology in the
Philippines then and now? (Minimum number of words: 350). Submit your output
through word or pdf format at
_
.
Rubrics for Short Essay
Criteria
Content &
Development
Exemplary (5)
- Content is
comprehensive,
accurate, and
persuasive.
- Major points are
stated clearly and
are well
supported.
- Responses are
excellent, timely
and address
topic.
- Content is clear.
-Specific
examples are
used.
Organization & -Structure of the
paper is clear and
Structure
easy to follow.
- Transitions are
logical and
maintain the flow
of thought
throughout the
Proficient
(4)
- Content is
accurate and
persuasive.
- Major points
are stated.
- Responses
are adequate
and address
topic.
- Content is
clear.
-Specific
examples are
used.
Developing
(2)
- Content is
- Content is not incomplete.
comprehensive - Major points
are not clear.
and /or
-Specific
persuasive.
examples are
- Major points
are addressed, not used.
but not well
supported.
- Responses
are inadequate
or do not
address topic.
-Specific
examples do
not support
topic.
- Structure is
mostly clear
and easy to
follow.
- Transitions
are present.
- Conclusion
- Structure of
the paper is
not easy to
follow.
- Transitions
need
improvement.
- Conclusion is
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Emerging (3)
Organization
and structure
detract from
the message.
- Writing is
disjointed and
lacks
transition of
65
Grammar,
Punctuation &
Spelling
paper.
- Conclusion is
logical and flows
from the body of
the paper.
is logical.
missing, or if
provided, does
not flow from
the body of the
paper.
thoughts.
- Rules of
grammar, usage,
and punctuation
are followed;
spelling is correct.
- Rules of
grammar,
usage, and
punctuation
are followed
with minor
errors.
Spelling is
correct.
- Paper
contains few
grammatical,
punctuation
and spelling
errors.
- Paper
contains
numerous
grammatical,
punctuation,
and spelling
errors.
LESSON 2. Famous Filipinos in the Field of Science
The following are Filipino personalities who have made significant
contributions in Philippine science. They are famous in different science disciplines:
agriculture, mathematics, physics, medicine, marine science, chemistry, engineering
and biology.
1. Ramon Cabanos Barba- for his outstanding research on tissue culture in
Philippine mangoes
2. Josefano Cacas Comiso- for his works on observing the characteristics of
Antartica by using satellite images
3. Jose Bejar Cruz Jr.- known internationally in the field of electrical
engineering
4. Lourdes Jansuy Cruz- notable for her research on sea snail venom
5. Fabian Millar Dayrit- for his research on herbal medicine
6. Rafael Dineros Guerrero III- for his research on tilapia culture
7. Enrique Mapua Ostrea Jr. – for inventing meconium drug testing
8. Lilian Formalejo Patena- for doing research on plant biotechnology
9. Mari-Jo Panganiban Ruiz – for being an outstanding educator and graph
theorist
10. Gregory Ligot Tangonan – for his research in the field of communications
technology
11. Fe Villanueva del Mundo- was a Filipino paediatrician, the founder of the
first pediatric hospital in the Philippines
12. Eduardo Quisumbing- was a Filipino biologist, a leading authority of plants
in the Philippines
13. Gavino Cajulao Trono Jr. – is a Filipino biologist dubbed as the “Father of
Kappaphycus farming”.
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14. Maria Orosa Ylagan- was a Filipino food technologies, pharmaceutical
chemist, humanitarian and war heroine.
Other outstanding Filipino scientists who are recognized here and abroad for
their outstanding contributions in science:




Caesar A. Saloma – an internationally renowned physicist
Edgardo Gomez- famous scientist in marine science
William Padolina- chemistry
Angel Alcala- marine science
Many of these Filipino scientists are products of good school science. It
means they were taught and inspired by great teachers. Their interests in science
started to manifest during their childhood years. Their natural environment ignited
their curiosity to learn more about the natural and physical environment. Schools
and the laboratories where they studied and worked nurtured this.
Individual Interest in
Science
Family
Natural Environment
SCHOOL
SCIENCE
(TEACHERS
AND
LEARNING
ENVIRONME
NT)
SCIENCE
LABORATOR
IES
(REALLIFE
CONTEX
T)
FILIPINO SCIENTISTS
Fig.4. Factors that Influence the Development of Filipino Scientists
Many Filipino scientists, whether they are in the country or abroad, always
excel in their job. The Filipino spirit in their souls has never faded. They continue to
bring honour to the country. They make ordinary things in an extraordinary way.
They are always at par with other scientists in spite of the limited facilities we have
here in the country.
LEARNING ACTIVITY 2. Get to Know More Filipino Scientist!
(Lesson Check – Up)
Identify atleast three (3) other Filipino scientist. Research on their
contributions in the field of science. Examine what made them pursue a
career in science. Submit your output through word or pdf format at
.
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LESSON 3. Science Education in the Philippines
The Concept of Science Education




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

Science education focuses on teaching, learning, and understanding science.
Teaching science involves developing ways on how to effectively teach
science. This means exploring pedagogical theories and models in helping
teachers teach scientific concepts and processes effectively.
Learning science, on other hand, includes both pedagogy and the interesting
aspect, which is helping students understand and love science.
Understanding science implies developing and applying science-process skills
and using science literacy in understanding the natural world and activities in
everyday life.
According to John Dewey, getting deeper into the discourse of science
education, stressed the importance of utilizing the natural environment to
teach students. (as cited in Serafica, J. et al. 2018, p36). Nature must
indeed furnish its physical stimuli to provide wealth of meaning through social
activities and thinking.
It is not surprising therefore that science education is important. In fact, Marx
expresses that science is going to be one of the most important school
subjects in the future. (as cited in Serafica, J. et al. 2018, p36).
Science education is justified by the vast amount of scientific knowledge
developed in this area that prepares citizens in a scientifically and
technologically driven world.
Science education provides skills and knowledge that are necessary for a
person to live in the age of science and to develop a citizenry that will meet
the goals of science in the society (Tilghman, 2005). Developing a science
culture is therefore an immense for schools.
Science Education in Basic and Tertiary Education




In basic education, science education helps students learn important concepts
and facts that are related to everyday life, including important skills such as
process skills, critical thinking skills and life skills that are needed in coping up
with daily life activities.
Science education also develops positive attitude such as: love for
knowledge, passion for innovative things, curiosity to study about nature, and
creativity.
Science education will develop a strong foundation for studying science and
for considering science-related careers in the future. This is an investment for
the country to develop a scientifically cultured and literate citizenry.
In tertiary education, science education deals with developing students’
understanding and appreciation of science ideas and scientific works. This is
done through offering basic science courses in the General Education
curriculum.
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

Science education in the tertiary level also focuses in the preparation of
science teachers, scientists, engineers and other professionals in various
science-related fields such as engineering, agriculture, medicine, and health
sciences.
The state provides scholarships to encourage more students to pursue
science courses.
Science Schools in the Philippines
One outstanding program for science education supported by the government
is the establishment of science schools in various parts of the country. There are
also government programs implemented by the Department of Education and few
private schools for science education.

Philippine Science High School System (PSHSS)
- This is a government program for gifted students in the Philippines.
- It is a service institute of the Department of Science and Technology
(DOST) whose mandate is to offer free scholarship basis for secondary
course with special emphasis on subjects pertaining to the sciences, with
the end-view of preparing its students for a science career (Republic Act
No. 3661).
- The school maintains a dormitory for all its students.
- Since its inception, the PSHSS continues to pursue its vision to develop
Filipino science scholars with scientific minds and passion for excellence,
courage and hope for the country.
- They have brought honor to the Philippines through their exemplary
achievements in various international competitions and research circles.
When the students graduate from the school, they are expected to pursue
degrees in science and technology at various colleges and universities
locally and abroad.

Special Science Elementary Schools (SSES) Project
- The Special Science Elementary Schools (SSES) Project is in pursuance
to DepEd Order No. 73 s. 2008, and DepEd Order No. 51 s. 2010.
- This project started in June 2007 with 57 identified elementary schools that
participated or were identified as science elementary schools in the
country.
- The SSES Project aims to develop Filipino children equipped with
scientific and technological knowledge, skills and values. Its mission is to:
1. provide learning environment to science inclined children
through a special curriculum that recognizes the multiple
intelligences of the learners;
2. promote the development of lifelong learning skills; and
3. foster the holistic development of the learners.
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-
-
The subject Science and Health is taught in Grade I with a longer time
compared to other subjects: 70 minutes for Grades I to III and 80 minutes
for Grade IV to VI.
The curriculum also utilizes different instructional approaches that address
the learning styles and needs of the learners like the use of investigatory
projects.

Quezon City Regional Science High School
- The school was established on September 17, 1967. Originally, it was
named Quezon City Science High School.
- It was turned into a regional science high school for the National Capital
Region in 1999. The school was a product of a dream to establish a
special science school for talented students in science and mathematics.
- The focus of the curriculum is on science and technology.
- The school still teaches the basic education courses prescribed by the
Department of Education (DepEd) for secondary education. However,
there are additional subjects in sciences and technology that students
should take.
- The school envisions toserve as a venue in providing maximum
opportunities for science-gifted students to develop spirit of inquiry and
creativity.
- It is well supported by the local government unit and by the Parents and
Teachers Association (PTA) and is under the Department of Education.

Manila Science High School
- The school was established on October 1, 1963 as the Manila Science
High School (MSHS). It is the first science high school in the Philippines.
- The organization and curriculum of the school puts more emphasis on
science and mathematics.
- MSHS aims to produce scientist with souls. In order to do this, humanities
courses and other electives are included in their curriculum. Students are
also encourage to participate in various extracurricular activities.
- The school administers an entrance exam, the Manila Science High
School Admission Test (MSAT), for students who wish to enrol. The
MSAT has five parts: aptitude in science, aptitude test in mathematics,
problem solving test in science, problem solving test in mathematics, and
proficiency in English.
- The school prides itself from producing outstanding alumni and for winning
various national competitions.

Central Visayan Institute Foundation
- It is the home and pioneer of the prominent school-based innovation
known as the Dynamic Learning Program (DLP).
- The DLP is a synthesis of classical and modern pedagogical theories
adapted to foster the highest level of learning, creativity, and productivity.
Science,Technology and Society (STS-GEC 6)
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-
The school takes pride in its Research Center for Theoretical Physics
(RCTP) establish in 1992, which organizes small international workshops
to foster the informal but intense exchange of ideas and perspectives on
outstanding problems in physics and mathematics.
LEARNING ACTIVITY 3. Let us Dig Deeper!
(Lesson Check – Up)
Are there private schools with outstanding science education programs?
Identify and compare their science education programs with public science schools.
Submit your output through word or pdf format at
.
Rubrics for the Activity
Criteria
Proficient (4)
Content &
Development
- Content is
comprehensive,
accurate, and
persuasive.
- Major points are
stated clearly and are
well supported.
- Responses are
excellent, timely and
address topic.
- Content is clear.
-Specific examples
are used.
- Content is
accurate and
persuasive.
- Major points are
stated.
- Responses are
adequate and
address topic.
- Content is clear.
-Specific examples
are used.
Organization &
Structure
-Structure of the
paper is clear and
easy to follow.
- Transitions are
logical and maintain
the flow of thought
throughout the paper.
- Conclusion is logical
and flows from the
body of the paper.
- Structure is
mostly clear and
easy to follow.
- Transitions are
present.
- Conclusion is
logical.
- Structure of the
paper is not easy to
follow.
- Transitions need
improvement.
- Conclusion is
missing, or if
provided, does not
flow from the body
of the paper.
Organization
and structure
detract from
the message.
- Writing is
disjointed and
lacks transition
of thoughts.
Grammar,
Punctuation &
Spelling
- Rules of grammar,
usage, and
punctuation are
followed; spelling is
correct.
- Rules of
grammar, usage,
and punctuation
are followed with
minor errors.
Spelling is correct.
- Paper contains
few grammatical,
punctuation and
spelling errors.
- Paper
contains
numerous
grammatical,
punctuation,
and spelling
errors.
Science,Technology and Society (STS-GEC 6)
Isabela State University
Emerging (3)
Developing
(2)
- Content is
incomplete.
- Major points
are not clear.
-Specific
examples are
not used.
Exemplary (5)
- Content is not
comprehensive and
/or persuasive.
- Major points are
addressed, but not
well supported.
- Responses are
inadequate or do
not address topic.
-Specific examples
do not support
topic.
71
LESSON 4. Selected Indigenous Science and Technologies
Indigenous Knowledge System
Indigenous knowledge is embedded in the daily life experiences of young
children as they grow up. They live and grow in a society where the members of the
community prominently practice indigenous knowledge. Their parents and other
older folks served as their first teachers and their methods of teaching are very
effective in transmitting cultural knowledge in their minds. The lessons they learned
are intimately interwoven with their culture and the environment. This lessons
comprised of good values and life stories of people on their daily life struggles. Their
views about nature and their reflections on their experiences in daily life are evident
in their stories, poems, and songs.
Some examples of indigenous knowledge that are taught and practiced by the
indigenous people are:
 predicting weather conditions and seasons using knowledge in observing
animals’ behaviour and celestial bodies;
 using herbal medicine;
 preserving foods;
 classifying plants and animals into families and groups based on cultural
properties;
 preserving and selecting good seed for planting;
 using indigenous technology in daily lives;
 building irrigation systems;
 classifying different types of soil for planting based on cultural properties;
 producing wines and juices from tropical fruits; and
 keeping the custom of growing plants and vegetables in the yard.
Indigenous Science
 Indigenous Science is part of the indigenous knowledge system practiced by
different groups of people and early civilizations (Gribbin,2001; Mkapa,2004;
Sibisi.,2004).
 It includes complex arrays of knowledge, expertise, practices, and
representations that guide human societies in their enumerable interactions
with the natural milieu: agriculture, medicine, naming and explaining
environments (Pawilen, 2005).
 Ogawa (1995) claimed that it is collectively lived in and experienced by the
people of a given culture.
 According to Cajete (2004), indigenous science includes everything, from
metaphysics to philosophy and various practical technologies practiced by
indigenous people both past and present.
 Laccarino (2003) elaborated this idea by explaining that science is a part of
culture, and how science is done largely depends on the cultural practices of
the people.
Science,Technology and Society (STS-GEC 6)
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





Indigenous beliefs also develop desirable values that are relevant or
consistent to scientific attitudes as identified by Johnston (2000), namely: 1.
Motivating attitudes; 2. Cooperating attitudes; 3. Practical attitudes; and 4.
Reflective attitudes.
These cultural beliefs therefore can be good foundation for developing
positive values toward learning and doing science and in bringing science in a
personal level.
Pawilen (2005) explained that indigenous science knowledge has develop
diverse structures and contents through the interplay between the society and
the environment.
According to Kuhn, developmental stages of most sciences are characterized
by continual competition between a number of distinct views of nature, each
partially derived from, and all roughly compatible with the dictates of scientific
observation and method.(as cited in Serafica, J. et al. 2018, p44).
Sibisi (2004) also pointed out that indigenous science provides the basics of
astronomy, pharmacology, food technology, or metallurgy, which were derived
from traditional knowledge and practices.
Pawilen develop a simple framework for understanding indigenous science.
Accordingly, indigenous science is composed of traditional knowledge that
uses science process skills and guided by community values and culture.
INDIGENOUS
SCIENCE
uses
composed of
Science process Skills
guided by
Community Culture and Values
Traditional
Knowledge
The Concept of Indigenous Science
a. Indigenous science uses science process skills such as observing,
comparing, classifying, measuring, problem solving, inferring, communicating
and predicting.
b. Indigenous science is guided by culture and community values such as the
following:
 The land is a source of life. It is a precious gift from the creator.
 The earth is revered as “Mother Earth.” It is the origin of their identity
as people.
 All living and nonliving things are interconnected and interdependent
with each other.
 Human beings are stewards or trustee of the land and other natural
resources. They have a responsibility to preserve it.
 Nature is a friend to human beings –it needs respect and proper care.
Science,Technology and Society (STS-GEC 6)
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73
c. Indigenous science is composed of traditional knowledge practiced and
valued by people and communities such as ethno-biology, ethno-medicine,
indigenous farming methods, and folk astronomy.
Indigenous science is important in the development of science and
technology in the Philippines. Like the ancient civilizations, indigenous
science gave birth to the development of science and technology as a field
and as a discipline. Indigenous science helped the people in understanding
the natural environment and in coping with everyday life. UNESCO’s
Declaration on Science and the Use of Scientific Knowledge (1999)
recognized indigenous science as a historical and valuable contribution to
science and technology.
To know more abOUT
IndigenOUS CULtURES OF the
PhilippineS, check the given
link.
Please click/ visit the link below:
https://www.youtube.com/
watch?v=drF-Hg_UBo4
READ
LEARNING ACTIVITY 4. More on Indigenous Science!
(Lesson Check – Up)
List down indigenous science practices in your locality. Determine how
it was done and its importance in your community. Submit your output through word
or pdf format at
_
_.
On a clean sheet of paper, write your reflection on the following
questions:
1. Do you think indigenous science should be considered science?
2. What is the role of indigenous science in the development of
science and technology?
 ASSESSMENT TASK
Insights on Research Priorities
If you were to draw your two (2) top research priorities for the country,
what do you think they should be? Discuss your answer using the
following guide:
a. Title (your chosen research priorities)
b. Objective/s
c. Discussion
d. Your reaction/ insights/ reflections
Submit your output in word or pdf format at. ______ _.
Science,Technology and Society (STS-GEC 6)
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74
The growth of science and its development as a field in the
Philippines is a hybrid of indigenous and foreign ideas. Spain and the
United States, being the former colonial masters of the country, played an
important role in building the foundation of science in the Philippines. To
further strengthen the science program in the Philippines, the government
establishes various science programs, policies, and projects. Through the
years, many Filipinos were able to establish themselves as scientists and
science educators in various scientific areas and fields. Invention and
innovations were done by these Filipino scientists. Finally, the demands of
globalization, prompted the Philippines to invest in science and technology
programs and projects.
 REFERENCES:
•
•
•
•
•
•
•
•
•
•
A Glimpse into Three Indigenous Cultures of the Philippines. June 3, 2011.
Accessed at: https://www.youtube.com/watch?v=drF-Hg_UBo4
Aksyon para sa Ambisyon: Philippine Development Plan 2017-2022.
Accessed June 20, 2020 at:
https://www.youtube.com/watch?v=qjWyOnp4LCs
DOST. 2018. Harmonized National Research and Development Agenda
2017-2022. Accessed June 20, 2020 at
https://chedresearch.files.wordpress.com/2017/11/dost.pdf
History of Science and Technology in the Philippines. March 20, 2019.
Accessed at: https://www.youtube.com/watch?v=o1T0ZwqSP3U
Major Development Programs and Personalities in Science and Technology in
the Philippines. Accessed June 20, 2020 at:
https://www.scribd.com/presentation/415030084/Major-DevelopmentPrograms-and-Personalities-in-Science-and-1
Philippines Then and Now. Accessed June 20, 2020 at:
https://www.youtube.com/watch?v=Zi_yWetmdtA
Science and Technology in the Philippines. Accessed June 20, 2020 at:
https://www.slideshare.net/kechai28/science-and-technology-in-thephilippines
Sendai Framework at a Glance. Accessed at:
https://www.preventionweb.net/sendai-framework/sendai-framework-for-drr/ata-glance
Serafica, Janice Patria J., Pawilen, Greg T., Caslib Jr., Bernardo N. and Alata,
Eden Joy P. 2018. Science, Technology, and Society. Rex Book Store, Inc.
UNESCO and Sustainable Development Goals. Accessed June 20, 2020 at:
https://en.unesco.org/sustainabledevelopmentgoals
Science,Technology and Society (STS-GEC 6)
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