UNIT I-Historical Antecedents of Science and Technology
Module 1
SCIENCE AND TECHNOLOGY IN THE WORLD
By: Prof. Josephine B. Jamero
OBJECTIVES
1. Analyze how scientific revolution is done in various parts
of the world like Latin America, East Asia, Middle East and
Africa
2. Describe the development of Science and Society during
ancient times.
3. Describe the Development of Science and Technology
that occurred in Greece, Persia and Rome.
4. Describe the development of Science and Technology that
occurred in Arabia, China and India
INTRODUCTION
This module will give light to the development of science and scientific ideas
in the heart of society.
CONTENT Double click the PowerPoint presentation.
A cradle of civilization is a location where civilization is understood to have
emerged. Current thinking is that there was no single "cradle", but several
civilizations that developed independently, with the Fertile Crescent (Ancient
Egypt, Mesopotamia), Ancient India, and Ancient China understood to be the
earliest. The extent to which there was significant influence between the early
civilizations of the Near East and those of East Asia (Far East) is disputed.
Scholars accept that the civilizations of Mesoamerica, mainly in modern Mexico,
and from Pacific Ocean coast in South America, emerged independently from
those in Eurasia.
Scholars have defined civilization using various criteria such as the use of writing,
cities, a class-based society, agriculture, animal husbandry, public buildings,
metallurgy, and monumental architecture. The term cradle of civilization has
frequently been applied to a variety of cultures and areas, in particular the Ancient
Near Eastern Chalcolithic (Ubaid period) and Fertile Crescent, Ancient India and
Ancient China. It has also been applied to ancient Anatolia, the Levant and Iranian
plateau, and used to refer to culture predecessors—such as Ancient Greece as
the predecessor of Western civilization
Mesopotamia
Major Sumerian cities during the Ubaid period
Around 10,200 BC the first fully developed Neolithic cultures belonging to the
phases Pre-Pottery Neolithic A (PPNA) and Pre-Pottery Neolithic B (7600 to 6000
BC) appeared in the Fertile Crescent and from there spread eastwards and
westwards. One of the most notable PPNA settlements is Jericho in the Levant
region, thought to be the world's first town (settled around
9600 BC and fortified around 6800 BC).
In Mesopotamia, the convergence of the Tigris and Euphrates rivers produced
rich fertile soil and a supply of water for irrigation. The civilizations that emerged
around these rivers are among the earliest known non-nomadic agrarian
societies. It is because of this that the Fertile Crescent region, and Mesopotamia
in particular, are often referred to as the cradle of civilization. The period known
as the Ubaid period (c. 6500 to 3800 BC) is the earliest known period on the
alluvial plain, although it is likely earlier periods exist obscured under the alluvium.
It was during the Ubaid period that the movement towards urbanization began.
Agriculture and animal husbandry were widely practiced in sedentary
communities, particularly in Northern Mesopotamia, and intensive irrigated
hydraulic agriculture began to be practiced in the south. Around 6000 BC,
Neolithic settlements appear all over Egypt. Studies based on morphological,
genetic, and archaeological data. Have attributed these settlements to migrants
from the Fertile Crescent in the Near East returning during the Egyptian and North
African
Neolithic
Revolution
Map of ancient Egypt, showing major cities
and bringing
and sites of the Dynastic period (c.
agriculture to
3150 BC to 30 BC)
the region.
Ancient Egypt
The
belonging
Neolithic A
Pottery
BC)
crescent
eastwards
graingrinding
type of
the culture
gathering
along the
and
studies
climate
began to
pastoral
developed Neolithic cultures
to the phases Pre-Pottery
(10,200 BC) and PreNeolithic B (7600 to 6000
appeared in the fertile
and from there spread
and
westwards.
Contemporaneously,
a
culture using the earliest
sickle blades had replaced
of hunters, fishers, and
people using stone tools
Nile. Geological evidence
computer climate modeling
also suggest that natural
changes around 8000 BC
desiccate the extensive
lands of northern
Africa,
eventually
forming the Sahara.
Continued
desiccation forced the early
ancestors
of the Egyptians to settle
around the
Nile more permanently and
to adopt a
more sedentary lifestyle.
The oldest
fully developed Neolithic
culture in
Egypt is Fayum A culture
which began around 5500 B.C. By about 5500 BC, small tribes living in the Nile
valley had developed into a series of inter-related cultures as far south as
Sudan, demonstrating firm control of agriculture and animal husbandry, and
identifiable by their pottery and personal items, such as combs, bracelets, and
beads. The largest of these early cultures in upper Southern Egypt was the
Badari, which probably originated in the Western Desert; it was known for its
high quality ceramics, stone tools, and use of copper. The oldest known
domesticated bovine in Africa are from Fayum dating to around 4400 BC. The
Badari cultures was followed by the Naqada culture, which brought a number of
technological improvements. As early as the first Naqada Period, Amratia,
Egyptians imported obsidian from Ethiopia, used to shape blades and other
objects from flakes. By 3300 BC, just before the first Egyptian dynasty, Egypt
was divided into two kingdoms, known as Upper Egypt to the south, and Lower
Egypt to the north.
Egyptian civilization begins during the second phase of the Naqda culture, known
as the Gerzeh period, around 3500 BC and coalesces with the unification of Upper
and Lower Egypt around 3150 BC. Farming produced the vast majority of food;
with increased food supplies, the populace adopted a much more sedentary
lifestyle, and the larger settlements grew to cities of about 5,000 residents. It was
in this time that the city dwellers started using mud brick to build their cities, and
the use of the arch and recessed walls for decorative effect became popular.
Copper instead of stone was increasingly used to make tools and weaponry.
Symbols on Gerzean pottery also resemble nascent Egyptian hieroglyphs. Early
evidence also exists of contact with the Near East, particularly Canaan and the
Byblos coast, during this time. Concurrent with these cultural advances, a process
of unification of the societies and towns of the upper Nile River, or Upper Egypt,
occurred. At the same time the societies of the Nile Delta, or Lower Egypt, also
underwent a unification process. During his reign in Upper Egypt, King Narmer
defeated his enemies on the Delta and merged both the Kingdom of Upper and
Lower Egypt under his single rule.
The Early Dynastic Period of Egypt immediately followed the unification of Upper
and Lower Egypt. It is generally taken to include the First and Second Dynasties,
lasting from the Naqada III archaeological period until about the beginning of the
Old Kingdom, c. 2686 BC. With the First Dynasty, the capital moved from Thinis
to Memphis with a unified Egypt ruled by a god-king. The hallmarks of ancient
Egyptian civilization, such as art, architecture and many aspects of religion, took
shape during the Early Dynastic period. The strong institution of kingship
developed by the pharaohs served to legitimize state control over the land, labour,
and resources that were essential to the survival and growth of ancient Egyptian
civilization.
Ancient India
The I ndus Valley Civilization at
its greatest extent .
One of the earliest Neolithic sites in the Indian subcontinent is Bhirrana along
the ancient Ghaggar-Hakra (Saraswati) riverine system in the present day state
of Haryana in India, dating to around 7600 BC. Other early sites include
Lahuradewa in the middle Ganges region and Jhusi near the confluence of
Ganges and Yamuna rivers, both dating to around 7000 BC. The aceramic
Neolithicat Mehrgarh lasts from 7000 to 5500 BC, with the ceramic Neolithic at
Mehrgarh lasting up to 3300 BC; blending into the Early Bronze Age. Mehrgarh
is one of the earliest sites with evidence of farming and herding in the Indian
subcontinent. It is likely that the culture centered around Mehrgarh migrated into
the Indus Valley and became the Indus Valley Civilisation. The earliest fortified
town in the region is found at Rehman Dheri, dated 4000 BC in Khyber
Pakhtunkhwa close to River Zhob Valley. Other fortified towns found to date are
at Amri (3600–3300 BC), Kot Diji in Sindh, and at Kalibangan (3000 BC) at the
Hakra River.
The Indus Valley Civilisation starts around 3300 BC with what is referred to as the
Early Harappan Phase (3300 to 2600 BC). The earliest examples of the Indus
Script date to this period, as well as the emergence of citadels representing
centralised authority and an increasingly urban quality of life. Trade networks
linked this culture with related regional cultures and distant sources of raw
materials, including lapis lazuli and other materials for bead-making. By this time,
villagers had domesticated numerous crops, including peas, sesame seeds,
dates, and cotton, as well as animals, including the water buffalo.
Ancient China
Traditional Xia sites (black) and Erlitou sites (red) near the Yellow River (Huang
He) Drawing on archaeology, geology and anthropology, modern scholars do
not see the origins of the Chinese civilization or history as a linear story but
rather the history of the
Interactions
of different and distinct
cultures
and ethnic groups that
influenced
each other's development.
The
specific cultural regions that
developed
Chinese civilization were
the Yellow
River civilization, the
Yangtze
civilization, and and Liao
civilization. Early
evidence
for Chinese
millet
agriculture is dated to
around
7000 BC, with the earliest
evidence of
cultivated rice found at
Chengtoushan near the Yangtze River, dated to 6500 BC. Chengtoushan may
also be the site of the first walled city in China. By the beginning of the Neolithic
Revolution, the Yellow River valley began to establish itself as a center of the
Peiligang culture which flourished from 7000 to 5000 BC, with evidence of
agriculture, constructed buildings, pottery, and burial of the dead. With
agriculture came increased population, the ability to store and redistribute crops,
and the potential to support specialist craftsmen and administrators. Its most
prominent site is Jiahu. Some scholars have suggested that the Jiahu symbols
(6600 BC) are the earliest form of proto-writing in China. However, it is likely that
they should not be understood as writing itself, but as features of a lengthy
period of signuse which led eventually to a fully-fledged system of writing.
Archaeologists believe that the Peiligang culture was egalitarian, with little
political organization.
Mesoamerica
The Coxcatlan caves in the Valley of Tehuacán provide evidence for agriculture
in components dated between 5000 and 3400 BC. Similarly, sites such as
Sipacate in Guatemala provide maize pollen samples dating to 3500 BC. It is
estimated that fully domesticated maize developed in Mesoamerica around 2700
BC. Mesoamericans during this period likely divided their time between small
hunting encampments and large temporary villages. Around 1900 BC, the
Mokaya domesticated one of the dozen species of cacao. A Mokaya
archaeological site provides evidence of cacao beverages dating to
this time. The Mokaya are also
thought to have been among the first
cultures in Mesoamerica to
develop a
h ierarchical society. What would
become the Olmec civilization had its
roots in early farming cultures
of
Tabasco, which began around 5100 to 4600 BC.
The emergence of the Olmec civilization has traditionally been dated to around
1600 to 1500 BC. Olmec features first emerged in the city of San Lorenzo
Tenochtitlán, fully coalescing around 1400 BC. The rise of civilization was
assisted by the local ecology of well-watered alluvial soil, as well as by the
transportation network provided by the Coatzacoalcos River basin. This
environment encouraged a densely concentrated population, which in turn
triggered the rise of an elite class and an associated demand for the production
of the symbolic and sophisticated luxury artifacts that define Olmec culture. Many
of these luxury artifacts were made from materials such as jade, obsidian, and
magnetite, which came from distant locations and suggest that early Olmec elites
had access to an extensive trading network in Mesoamerica. The aspect of Olmec
culture perhaps most familiar today is their artwork, particularly the Olmec
colossal heads. San Lorenzo was situated in the midst of a large agricultural area.
San Lorenzo seems to have been largely a ceremonial site, a town without city
walls, centered in the midst of a widespread medium-to-large agricultural
population. The ceremonial center and attendant buildings could have housed
5,500 while the entire area, including hinterlands, could have reached 13,000. It
is thought that while San Lorenzo controlled much or all of the Coatzacoalcos
basin, areas to the east (such as the area where La Venta would rise to
prominence) and north-northwest (such as the Tuxtla Mountains) were home to
independent polities. San Lorenzo was all but abandoned around 900 BC at about
the same time that La Venta rose to prominence. A wholesale destruction of many
San Lorenzo monuments also occurred circa 950 BC, which may indicate an
internal uprising or, less likely, an invasion. The latest thinking, however, is that
environmental changes may have been responsible for this shift in Olmec centers,
with certain important rivers changing course.
PROF. JOSEPHINE B. JAMERO
Assistant Professor II, URS Angono
Module 2
SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
By: Prof. Josephine B. Jamero
OBJECTIVES
1.
Discuss the role of science and technology in Philippine
nation-building.
2.
Evaluate government policies pertaining to science and
technology in terms of their contributions to nationbuilding.
3.
Identify actual science and technology policies of the
government and appraise their impact on the
development of the Filipino nation.
INTRODUCTION
This module will discuss the concept of science education
and will identify some strategies to promote science education in
the country.
CONTENT
Science and technology in the Philippines describes scientific
and technological progress made by the Philippines and analyses
related policy issues. The main agency responsible for managing
science and technology (S&T) is the Department of Science and
Technology (DOST). There are also sectoral councils for Forestry,
Agriculture and Aquaculture, the Metal Industry, Nuclear Research,
Food and Nutrition, Health, Meteorology, Volcanology and
Seismology.
The Department of Science and Technology (DOST) in the
Philippines is a government agency tasked with overseeing and
managing national technology development and acquisition,
undertaking technological and scientific research and promoting public
consciousness of science and technology.
The major contributions of science and technology to
Philippine nationbuilding are linked to its socio-economic progress
and its industrialization. Today, the current state of our country is
very low in its capacity to produce local goods for domestic needs
as well as in international scientific research publications. Jun 28,
2018
By: Anna Maria Gracia T. Inco g-Estardo, RN, LPT, MAEd
Click to watch the videos below.
(a)
(b)
(c)
(d)
Brief Historical Background of Science and Technology in the
Philippines
Videos to watch about Philippines Then and Now
Pre- colonial period
Even before the colonization by the Spaniards in the
Philippine islands, the natives of the archipelago already had
practices linked to science and technology. Filipinos were already
aware of the medicinal and therapeutic properties of plants and the
methods of extracting medicine from herbs. They already had an
alphabet, number system, a weighing and measuring system and a
calendar. Filipinos were already engaged in farming, shipbuilding,
mining and weaving."
Shipbuilding showed geometric thinking and mastery of
convexity, concavity, and the proper proportion between ship
breadth and length to ensure sailing efficiency. The practice of
constructing as much as twelve ships and boats to fit inside each
other, not unlike matryoshka dolls containing each other, can be
interpreted as large threedimensional wooden demonstration of
sets, subsets, volumes, and ordinality."
(Source: Science and technology in the Philippines - https://en.wikipedia.org)
(Source: File:Banaue Rice Terrace Close Up (2).JPG - https://en.wikipedia.org)
"The Banaue Rice Terraces are among the
sophisticated products of engineering by pre-Spanish era Filipinos.
The
early
inhabitants of the had their own culture and traditions. They
had their own belief system and indigenous knowledge
▪ Kept them organized and sustained their lives and communities
for many years.
Pre- colonial period:
Even before the colonization by the Spaniards in the Philippine
islands, the natives of the archipelago already had practices linked
to science and technology. Filipinos were already aware of the
medicinal and therapeutic
properties of plants and the
methods
of
extracting
medicine from herbs. They
already had an alphabet,
number system, a weighing
and measuring system and a
calendar. Filipinos were
already engaged in farming,
shipbuilding, mining and
weaving."
The
Laguna Copperplate
Inscription (key) is inscribed
with small writing hammered
into its surface. It shows heavy
cultural
Indian
influence (by way of Srivijaya) present in the Philippines prior to European colonization in
the 16th century.
PRE-SPANISH
PHILIPPINES
"The Laguna Copperplate Inscription shows the use of
mathematics in precolonial Philippine societies. A standard system
of weights and measures is demonstrated by the use of precise
measurement for gold, and familiarity with rudimentary astronomy
is shown by fixing the precise day within the month in relation to the
phases of the moon.
The Laguna Copperplate Inscription (Filipino: Inskripsyon
sa Binatbat na Tanso ng Laguna, Malay: Prasasti keping tembaga
Laguna; often shortened into the acronym LCI), a legal document
inscribed on a copper plate in 900 CE, is the earliest known
calendar-dated document found in the Philippines. The date of the
inscription would make it contemporary to the Balitung kingdom of
Central Java, although it did not necessarily originate from that area.
The plate was found in 1989 by a laborer near the mouth of the
Lumbang River in
Wawa, Lumban, Laguna in the Philippines. The inscription, written
in a mix of the Old Malay language using the Old Kawi script, was
first deciphered by Dutch anthropologist and Hanunó'o script expert
Antoon Postma in 1992.
The LCI documents the existence of several early Philippine
polities as early as AD 900, most notably the Pasig River delta polity
of Tondo. Scholars believe that it also indicates trade, cultural, and
possibly political ties between these polities and at least one
contemporaneous Asian civilization—the Medang Kingdom of the
island of Java.
The inscription was written in Kawi script—a writing system
developed in Java— using a mixture of languages including
Sanskrit, Old Javanese, and Old Malay. This was a rare trace of
Javanese influence, which suggests the extent of inter insular
exchanges of that time.
SCIENCE
Planting crops that provide them food
•
•
Pre-colonial farming tools
Planting crops that provide them food
Taking care of animals to help in their daily tasks
•
•
•
Food production
Interpret the movements of heavenly bodies to predict
seasons and climates and organizing months and years
Medicinal uses of plants
TECHNOLOGY
Building houses
Irrigation systems
Developing tools
Musical instruments
•
METAL AGE INFLUENCE
Sophisticated designs of gold and silver jewelry, ceramics and
metal tools.
Trading with other countries like China, Indonesia and Japan.
All these practices in S & T are known as Indigenous or Folk
Science
Spanish Colonial Period
The colonization of the Philippines contributed to growth of
science and technology in the archipelago. The Spanish introduced
formal education and founded scientific institution. During the early
years of Spanish rule in the Philippines. Parish schools were
established where religion, reading, writing, arithmetic and music
was taught. Sanitation and more advanced methods of agriculture
was taught to the natives. Later the Spanish established colleges
and universities in the archipelago including the University of Santo
Tomas."
Spanish Rule
• Spaniards brought their own culture and practices
• Established schools and introduced the concepts of subjects
and disciplines
• Learning of science in school focuses on understanding
different concepts related to the human body, plants, animals
and bodies.
• Technology focuses on using and developing house tools in
everyday life.
Life during the Spanish era
•
Life became modernized,
technology and ways of life.
•
Filipinos replicated technology brought by the Spaniards
using indigenous materials.
•
Medicine and advanced science were introduced in formal
colleges and universities
adapting
some
western
GALLEON TRADE
•
The galleon trade was supplied by merchants largely from port
areas of Fujian who traveled to Manila to sell the Spaniards
spices, porcelain, ivory, processed silk cloth and other valuable
commodities.
•
From 1565 to 1815, the galleon trade contributed to the change
of culture, language and environment for both Philippines and
Mexico.
•
The Galleon Trade was a government monopoly. Only two
galleons were used: One sailed from Acapulco to Manila with
some 500,000 pesos worth of goods, spending 120 days at sea;
the other sailed from Manila to Acapulco with some 250,000
pesos worth of goods spending 90 days at sea.
•
The country became one of the centers of global trade in SEA
and was considered one of the most developed places in the
region.
Superstitious beliefs and Catholic doctrines and practices halted
the growth of science in the country.
•
AMERICAN PERIOD
The Americans have more influence in the Development of
S&T compared to the Spaniards. They established the public
education system, improved engineering works and health
conditions of the people. They established a modern research
university, the University of the Philippines and also created more
public hospitals. The mineral resources were explored and
exploited, transportation and communication systems were
improved, though not accessible throughout the country.
The
Americans did everything to “Americanize” the Filipinos.
They
reorganized the learning of Science and introduced it in public and
private schools.
In basic education, science education focused on nature studies
and science and sanitation. The teaching of science in higher
education has greatly improved and modernized.
WORLD WAR II
World War II has destabilized the development of the
country in many ways. Institutions and public facilities were turned
into ashes, houses were burned, and many lives destroyed. The
country had a difficult time to rebuild itself from the ruins of the
war. The human spirit to survive and to rebuild the country may
be strong but the capacity of the country to bring back what was
destroyed was limited.
Establishment of the New Republic
•New Republic
• The new nation started focusing on using its limited resources in
improving S&T capability.
•
Use of Overseas Development Allocation to improve scientific
productivity and technological capability.
•
Human resource development focused on producing more
engineers, scientists, technology experts, doctors, and other
professionals.
INFLUENCES IN THE DEVELOPMENT OF S & T IN THE
PHILIPPINES
Science and technology may have significant impact on the
lives of the people and in the development of Philippine society.
However, improving the quality of
Internal Influences
Survival
Culture
Economic Activities
External Influences
Development
of S & T in
the
Philippines
Foreign Colonizers
Traders with Foreign
Countries
International
Economic Demands
science education still remains as a big challenge in the country.
School science from basic education to graduate education is
improving slowly, and there are only a few students enrolling in
science and technology courses.
GOVERNMENT POLICIES ON SCIENCE AND TECHNOLOGY
➢ Introduced and implemented programs,
projects and policies to boost science and
technology.
➢ GOAL: prepare the whole country and its
people to meet the demands of a
technologically
driven
world
and
capacitate the people to live in a world
driven by science.
➢ In response to the ASEAN 2015 Agenda, the
government, particularly the DOST, has
sought the expertise of the NCRP to consult
various sectors in the society to study how
the Philippines can prepare itself in meeting
the ASEAN 2015 goals.
The NRCP clustered these policies into four:
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
opportunities
•
Outright grants for peer monitoring
degrees,
licenses,
and
employment
•
Review of RA 9184
•
Harnessing science and technology as an independent
mover of development
3. Medical, Chemical and Pharmaceutical Sciences
•
Ensuring compliance of drug-manufacturing firms with
ASEAN-harmonized standards by full implementation of
the FDA
•
Creating
an
education
council
dedicated
standardization of pharmaceutical services and care
•
Empowering food and drug agencies to conduct
evidence-based research as pool of information
•
Allocating 2% of the GDP to research
•
Legislating a law supporting human genome projects
to
4. Biological Sciences, Agriculture, and Forestry
•
Protecting and conserving
implementation of existing laws
•
Use of biosafety and standard model by ASEAN countries
•
Promoting indigenous knowledge systems and indigenous
people’s conservation
•
Formulation of common food and safety standards
PROF. JOSEPHINE B. JAMERO
Assistant Professor II, URS Angono
biodiversity
by
full
Module 3
INTELLECTUAL REVOLUTIONS THAT DEFINED
SOCIETY
By: Prof. Josephine B. Jamero
OBJECTIVES
1. Discuss how the ideas postulated by Copernicus, Darwin, and
Freud contributed to the spark of scientific revolution.
2. Describe the development of Science and Technology during
the scientific revolution
3. Explain and recognize the significance of the technology
invented during the scientific revolution.
4. Recognize and appreciate the works of the different proponents
5. Articulate ways by which society is transformed by science and
technology.
INTRODUCTION
This lesson will give light to the development of science and
scientific ideas in the heart of the society. For the introduction to the
topic, watch the video given below.
CONTENTS
Below are well-known personalities who made significant
contributions to science.
Nicolaus Copernicus was a
Polish astronomer
known as the
Father of Modern astronomy. He
was the first modern European
scientist to propose that the earth
and other planets revolve around
the sun or known as heliocentric
theory.
This caused the paradigm shift of
how the earth and sun were placed
in the heavens or universe. It is the
idea that rejected Ptolemaic model which states that the earth is
the center of the solar system. The heliocentric model proved
that the sun is the center of the universe and that the planets
revolve around it.
This has brought a great
impact on how people approach
Biology forever.
This revolution
provided a different theory than the
theory of creation. The Darwinian
revolution started when Charles
Darwin published his book, “The
Origin of Species” that emphasizes
that humans are a result of
evolution.
Freud is a famous figure in
psychology.
He also made a
significant contribution to 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
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. 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.
ology and Nation Building
Unit II – Science and
Technology and Nation
Building
Module 4
THE PHILIPPINE GOVERNMENT SCIENCE AND
TECHNOLOGY AGENDA
By: Prof. Rosanna A. Garcia
(Source: https://www.google.com/search?q=philippine+science+and+technology+agenda...)
OBJECTIVES
1. Identify the priority programs, projects and policies of the
Philippine government when it comes to Science and
Technology.
2. Discuss how these programs, projects and policies will
contribute to national development.
INTRODUCTION
Philippines is one of the developing countries that is continuously
addressing the persistent problems of inequality and poverty. How
the Philippines respond to these challenges will determine whether
a country will experience rapid, inclusive, and sustained growth and
development.
As early as the 1980s, the Philippine government has
prioritize the initiatives on promoting the role of science and
technology in the national development. The 1987 Philippine
Constitution acknowledges the significant role of science and
technology for national development and progress.
Consequently, development can be unfavorable by becoming the
potential contributor of dehumanization of man and to the
degradation of the environment. Being aware of the opposing
influences of science and technology in the development of a
country, effective plans, policies and programs should be
formulated as a major effort in promoting harmony among these
opposing aspects to balance the effects to the state.
These efforts will boost advancements while maintaining
conservational and sociocultural cohesion in the Philippines.
It is the goal of this module for you to identify the efforts of
the government to transform our country into becoming a developed
country by considering and aiming to answer the following
questions.
Reflective Questions:
1. How do the Filipinos envision the country in the next 25
years?
2. How relevant are the pillars of development to the aim of
the development plan of the government?
3. What are the priority areas included in the science and
technology agenda 2017-2022?
LEARNING ACTIVITIES
ACTIVITY 1 The National Development Agenda
a. Input: The Philippine Development Plan (PDP) serves as the
blueprint of programs and administration’s plans for progress.
NEDA launched the PDP 2017-2022 which is a part of the four
medium-term plans anchored on the Ambisyon Natin 2040.
Link to NEDA search Vision –Ambisyon Natin 2040
(2040.neda.gov.ph)
b. Answer the following questions:
1. What are the major goals of PDP 2017- 2020?
2. What are the plans in Ambisyon Natin 2040 to meet the
goals for
a. Vision for self
b. Vision for the country
Scoring Rubrics for Activity 1:
Topics/Question
Enumerated
only
1. PDP 2017- 2020
10 pts
2. a. self
b. country
10 pts
15 pts
Enumerated Enumerated used
with short own words to
explanation explain or give
example
20 pts
25 pts
15 pts
30 pts
Total highest
attainable points
30 pts
45 pts
25 pts
30 pts
45 pts
100 pts
ACTIVITY 2: PILLARS OF DEVELOPMENT
a. Input: Layco (2018) shared the three main pillars from which the
PDP 2017-2020 is founded:
1. Malasakit:
2. Kaunlaran
3. Pagbabago
b. Using the link 2040.neda.gov.ph, explain how the pillars
discussed by the three presenters affect the country’s socio
economic progress.
a.
b.
c.
d.
Malasakit by Senator Loren Legarda
Pagbabago by Guillermo M Luz
Patuloy sa Pagunlad
Presentation of Vice President Ma Leonor G Robredo on
Ambisyon Natin 2040
Scoring Rubrics for Activity 2
Topics
Each presentation
Copied from
the
presentation
10
Copied with
short
explanation
15
Copied used own
words to explain or
give example
25
Total
Activity 3: The HNRDA FRAMEWORK
a. Input: The Department of Science and Technology
ensures that policies, efforts and plans include in the
Total highest
attainable
points
25
100 pts
science and technology agend is linked to the national
development plan.
Thus, DOST prepared the
Harmonized National R&D Agenda (HNRDA) 2017-2022
to ensure that results of science and technology
endeavors are geared towards and utilized in areas of
maximum economic and social benefit for the people.
What are the priority areas included in the S&T agenda
2017-2022?
b. Connect to: dost.gov.ph and take a look at the HNRDA
framework. Be sure you have a copy of the framework for
your reference.
Self -Assessment Questions (SAQ)
Identify the subject described by the following statements.
1. Target goal of the SAPAT Program
2. R&D Priority area of Climate change adaptation
3. Meaning of AANR
4. R&D Priority area of ATIN Program
5. Scope of ATIN Program
6. Meaning of NIBRA
7. Pillar where National Security and Sovereignty belongs
8-12. R&D Priority Areas and Programs in the HNRDA
13. Author of Ambisyon Natin 2040
14. Director of NEDA
15. Secretary of DOST
Contributed by:
PROF. ROSANNA A. GARCIA
Assistant Professor I, URS Tanay
Module 5
MAJOR DEVELOPMENT PROGRAMS AND PERSONALITIES IN
SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
By: Dr. Eva B. Maranan
(Source: https://www.google.com/search?q=philippine+science+and+technology
OBJECTIVES
1.
Provide the learners knowledge on the significant
contributions of young and brilliant Filipino scientists and experts
whose exposure to foreign studies contributed to the field of science
and technology.
2.
Appreciate the scientific skills possessed by these scientists
and apply these in every life.
INTRODUCTION
This module discusses the major development programs in science
and technology as well as the prominent and famous personalities
which contribute to the development of science and technology in
the country. Further, the readings about their profile will hopefully
inspire the students to strive hard especially in the field of science.
Whatever information they will get from this module may be used to
uplift oneself especially in raising their socioeconomic status.
CONTENTS
A. Major Development Programs in ST in the Philippines
B. Prominent/major Personalities in ST in the Philippines
Major Development Programs in Science and Technology in
the Philippines According to Ariola (2018), there are several major
development programs in terms of Science and Technology in the
country which were instituted by USAID in partnership with the
Department of Science and Technology (DOST). The USPhilippines Science and Technology Agreement was signed by
former US Secretary Hillary Clinton and Philippine Secretary of
Foreign Affairs Albert del Rosario. These development programs
are:
• Storm Surge modeling, training, and study visits to National
Oceanic and Atmospheric Administrations (NOAA) scientific
centers.
•
Registered 1.3 million fisherfolk to give them access to
Government of the Philippines (GPH) basic services and help
in fisheries conservation.
•
Use of renewable energy and environment-friendly
alternative energy to realize the guiding vision which is
“Energy Access for More”.
•
Addressed increasing levels of emission due to rapid
urbanization.
•
Assisted Batangas City in more effective and sustainable
local planning.
•
Helped the Philippines to improve its ability to respond to
natural disasters and adapt to the negative impacts of climate
change by setting up EWS in flood and landslide prone
communities.
•
Introduced mobile and
technology.
Promoted digital literacy.
•
web-based
applications
of
•
Helped create an electronic medical record system, which
facilitated access to 300,000 patients and generated 700,000
patient consultations which improve delivery health services.
•
Initiated support for researching utilization of oxytocin in
Uniject, a free-filled, exact dose of oxytocin that provides an
efficient alternative to prevent post-partum hemorrhage.
•
Supported research in tuberculosis (TB) in children and the
relationship of tobacco and TB to children.
On the other hand, Bautista, et.al (2018) also presented
major development programs in ST in the country. This is known as
the DOST’s “8-point action agenda” which was initially launched by
the agency in 2006 to promote and support science, technology,
and innovation. These agenda include:
▪ Science-based know-how and tools that enable the
agriculture sector to raise productivity to world class
standards.
▪
Innovative, cost-effective and appropriate technologies that
enable micro, small and medium enterprises (MSMEs) to
develop and produce competitive products that meet the
world-class standards.
▪
State-of-the-art facilities and capabilities that enable local
industries to move up the value chain and attain global
competitiveness.
Idea of the Philippines as a global leader in Information
Technology- Business Process Management Services
generating direct employment of 1.3 million(520,000 of which
in the countryside)
▪
▪
ICT-Based transformation of governance broadening access
to government services (i.e. health and education) for those
in the countryside (to bring the Philippines in the top 50 global
ranking of e-government by 2016).
▪
Improved quality healthcare and quality of life thru science,
technology, and innovation.
▪
Highly skilled and globally competitive S&T human resources
in support of the national S&T programs.
▪
Science-based weather information and climate change
scenarios with associated mitigation strategies for a disaster
and climate change resilient Philippines.
Prominent and Major Personalities in Science and Technology in
the Philippines
Though the Philippines is still classified as a Third world country,
we cannot deny there are Filipinos who excel in other areas like
boxing as in the case of Senator Manny Paquiao and in the field of
beauty contest where several Filipinas won as Miss Universe. In the
field of Science there are also great ideas shown by young and
brilliant scientists and experts. Their achievements are not limited
to local setting only but they became famous in other countries as
well. They have excelled in different fields of sciences such as
astrophysics, geophysics, meteorology, archaeology, and
anthropology as well as in biology.
Regine Cabato of CNN Philippines Life documented 7
Filipino scientists who are changing the world as quoted by Ariola
(2018). See Table 1 for the list.
Table 1 List of Major Filipino Scientists in ST in the Philippines
Filipino Scientists
1. Reina Reyes
2. Irene Crisologo
3. Julius Sempio
4.Andreia Carillo
5.Kamela Ng
6.Migs Canilao
7.Sarah Jaye Oliva
Profession
Astrophysicist
Radar Meteorologist
Geoinformatics and Remote Sensing Specialist
Astrophysicist
Molecular Epidemiologist
Anthropologist and Archaeologist
Geophysicist
In 2014, four Filipino scientists (Table 2 below) were
recognized in the field of biology. Some of their contributions earn
recognition not only in the Philippines but also abroad. Some
serve as basis for policy formulation. In the field of biology, there
are other prominent Filipino scientists (see Science, Technology
and Society by Ariola, 2018, pp.42-44).
Table 2 List of National Scientists (Bautista, et. al, 2018)
National Scientists
Significant Contributions
Angel C. Alcala, PhD
• Research on ecology and diversity of Philippine amphibians and reptiles,
as well as marine biodiversity and conservation of marine-protected
areas.
• His research led to the national policy on marine notake zones
Ramon C. Barba, PhD
Achieved in the field of plant physiology, especially the induction of
flowering of mango and micro propagation or the rapid multiplying of
stock plant of important crop species.
Edgardo D. Gomez, PhD
• Research and conservation efforts in invertebrate biology and ecology.
• Pivotal in the world’s first national –scale assessment of damage to coral
reefs, resulting in international conservation initiatives such as Global
Reefs and Risks Analysis, Global Coral Reef monitoring Network and the
International Cora Reef Action.
Gavino C. Trono Jr.,PhD
• With outstanding contributions in the marine phycology, focusing on
marine biodiversity.
• Published extensive studies on the culture of seaweed species that
benefited the livelihood of coastal populations.
• First to report on the “ice-ice” disease that affected Many seaweed farms.
See https://www.officialgazette.gov.ph/lists/national-scientists-of-thephilippines/ for the complete list of Filipino scientists.
Module 6
SCIENCE EDUCATION IN THE PHILIPPINES
By: Eva B. Maranan, PhD, REE, LPT
(Source: https://pixabay.com)
OBJECTIVES
1.
To give the students a background of the status of
Science Education in the country.
2.
To identify what are the factors contributory to low
performance in science among Filipino students.
3.
To initiate measures on how to address the existing
problems deterrent to science development.
4.
To instill awareness and consciousness among young
minds to help achieve the national goals in relation to science
development.
INTRODUCTION
This module discusses the status of science education in our
country. Specifically, it will describe the science performance of
students in local and international assessments, science curriculum,
and various science teaching-learning processes as well as the
teaching materials.
CONTENTS
1. Performance of Students in Local and International
Science Assessment Tests
2. Science Curriculum
3. Factors Affecting the Performance in Science
Performance of Students in Local and International Science
Assessment Tests
The performance of Filipino students in
math and in science shows that there is a need to institute
changes and development and adopt measures to improve their
performance not only in Mathematics but also in science.
1999-2000 NATIONAL ACHIEVEMENT TEST
According to Rabino (2014) as cited by Ariola (2018), “Science is
the most difficult subject in basic education in the Philippines. The
National Elementary Achievement Test (NEAT) result shows that
Filipino pupils answered 48.61% of the questions in science
correctly which is less than 50%.This means that the students have
difficulty to answer at least 50% correctly.
2003 TRENDS IN INTERNATIONAL MATHEMATICS AND
SCIENCE STUDY (TIMSS)
The third Trends in International Mathematics and Science
Study (TIMSS) in 2003 shows that for high school, out of 45
countries that participated the Philippines ranked 41st in HS II Math,
and 42nd HS II Science. For elementary, fourth grade participants
ranked 23rd out of the 25 countries in both math and science. Our
country stopped participating in the survey in 2008 and so on. The
obtained scores of our high school second year students is 200
points lower and the pupils’ score is more than 200 points lower than
that of Singapore which ranked first both in high school and
elementary categories (Ariola, 2018).
According to the report aired by ABS-CBN on June 15, 2011,
the “Philippines ranks 7th among nine Southeast Asian nations in
the area of education and innovation”. This result was mentioned by
Guillermo M. Luz, co-chair of the National Competitiveness Council
(NCC). At a forum on Innovation and Entrepreneurship for Globally
Competitive Philippines, Luz presented that the Philippines was
falling behind Singapore, Brunei, Malaysia, Indonesia, Thailand,
and Vietnam. The country is second to the last which is Cambodia
when it comes to education, science and technology and innovation
(Rabino, 2014) as cited by Ariola (2018).
2014 NATIONAL ACHIEVEMENT TEST
Ambag (2018) wrote that science education in the country
cannot be considered as strength”. Based on 2014 statistics, the
passing rate for the National Achievement Test (NAT) for grade six
pupils is only 69.21% and the passing rate for high school is only
46.38% from 2010 statistics.
2018
PROGRAM
FOR
INTERNATIONAL
STUDENT
ASSESSMENT (PISA)
The country also participated in the 2018 Program for
International Student Assessment (PISA). Conducted by the
Organization for Economic Cooperation and Development (OECD),
the study ranked 79 participating economies based on their
students’ performance in reading, science and math. Filipino
students had the lowest mean score in reading comprehension (340
points, below the 487-point survey average). They also ranked
second to the last in science (357) and math (353), below the 489point average in both subjects.
The results of the different examinations taken by sample
students from our country show that there is a problem in relation
to administration of both mathematics and science programs.
Science Curriculum
The science curriculum in the Philippines is much different from
other Southeast Asian countries. Since the beginning, the Philippine
Science Curriculum has lapses which need evaluation and
corresponding action. The Education Curriculum, in general, is
found to be too congested with so many subjects that are not
relevant to development Below is an excerpt extracted from
SCIENCE FRAMEWORK FOR PHILIPPINE BASIC EDUCATION
published by DOST-SEI and UP NISMED in 2011. It describes the
basic science curriculum as follows:
The Philippines’ Grades 1-10 Science Curriculum envisions the
development of scientifically, technologically, and environmentally
literate and productive members of society. They must possess effective
communication and interpersonal and lifelong learning skills as well as
scientific values and attitudes. These skills will be acquired through a
curriculum that focuses on knowledge relevant to real world and
encompasses methods of inquiry. These will be implemented in a learning
environment that promotes the construction of ideas and instills respect for
others.
The above curriculum includes inquiry skills, scientific
attitudes and content and connections. These things are helpful in
developing better science learners.
With the implementation of K-12 Curriculum, the discussion
of the topics in science subjects uses spiral approach to achieve
continuity of the topics from one grade level to the next thus
eliminating congestion of so many topics per grade level.
A study initiated by a team from UP Diliman, in partnership
with University of Melbourne and funded by Australian government
aimed to investigate the progress of students’ skills for each unit of
Chemistry over the four years of the junior secondary curriculum.
Identification of progress will be achieved by assessing students as
they progress from Grade 7 to Grade 10. The team is headed by Dr.
Marlene Ferido from UP Diliman.
Having the above goals for science education, only few
schools can achieve such goals due to some factors which hinder
the 100% implementation of the curriculum.
Factors Affecting the Performance in Science
The main factors that affect the low performance in science of
Filipino include the following: (1) lack of support for scientific culture
reflected in the deficiencies regarding the school curriculum, (2)
inadequate teaching-learning process, (3) insufficient instructional
materials and (4) lack of training among science teachers.
The factors mentioned above boil down to the low allocation of
budget to the implementation of science program by the
government. Whatever program or project that the agency or
department would like to execute if financial allocation is limited then
success of the said program/project may not be achieved. Ariola
(2018) wrote that the allocated budget by Philippine government for
public educational institutions for all levels of education is only 3.3%
of the Gross Domestic Product (GDP) which is lower than 7.4% of
Malaysia; 4.0% of Thailand; 4.0% average for all World Education
Indicators (WEI) countries and 5.2% for Organization of Economic
Cooperation and Development (OECD) countries. At all levels of
education, the Philippines spend only 7.2% which is still below the
40% of Thailand and 28% of Malaysia but slightly higher than the
16.9% average for WEI countries and higher than the 13.3%
average of the OECD countries, respectively. The budgeting
allotted for a school correlate positively to the students’ academic
achievement as confirmed by Burckbuchler (2009) in his article
“School Budgeting and Student Academic Achievement.
The teaching-learning process is another issue. Iurea, et.al
(2011), found out that the learning styles used by the students and
strategies employed by the teachers have great impact on the
students’ academic performance. This means that when teaching
strategy and learning style match there is a tendency to increase
the students’ academic performance. Further, Muvla (2020)
emphasized that the teacher-student interaction matters a lot in the
academic performance of students. On the contrary, the crosscountry study of Cordero, JM., et.al (2015) stressed that modern
teaching strategies give little significance on the academic
performance of students.
On the other hand, the insufficiency of instructional materials in
school especially in science laboratories is an issue that needs to
be addressed. Instructional materials help the students understand
the lesson more easily than without IM. Their academic
performance is significantly correlated to the use of instructional
materials used (Adalikwu, 2013). If insufficiency of IM is an issue
what is more alarming is the absence of it especially during the
conduct of science laboratories or experiments.
Next problem is the lack of training among science teachers.
Commonly, science teaching is focused much on lectures and the
laboratory part of the subject is being sacrificed. The reason is that
some science teachers themselves are not exposed in manipulating
science equipment or if they are knowledgeable there is lack of
laboratory equipment thus the laboratory skills among students are
not developed.
References
Adalikwu, S. (2013). The Influence of Instructional Materials on
Academic Performance of Senior Secondary School Students in
Chemistry in Cross River State.
Global Journal of Educational Research
Ariola, Mariano M. (2018). Science, Technology, and
Society. Manila: Unlimited Books Library Services and Publishing
Inc.
Burckhbuchler, SA (2009). School District Budgeting and
Student Achievement.
School Business Affairs.
Cordero, JM., Cristobal, V. and Gil, M. (2015). Teaching
strategies and their effect on student achievement: A crosscountry study using data from PISA 2015 Iurea, C., Neacsu, L.,
Safta, CG., and Suditu, M. (2011). The Study of the
Relation between the Teaching Methods and the Learning Styles – The
Impact upon the
Students’ Academic Conduct. Procedia-Social and Behavioral Sciences,
Vol 11
Mvula, AK (2019). Teaching Methods and Students’
Academic Performance in
Kinematical Motion: Graphical Interpretation and Conceptual
Understanding. American Journal of Social Sciences and
Humanities, Vol. 5, No. 1
https://www.flipscience.ph/news/features-news/features/teachingscience-philippines/
http://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasic.pd
f
http://uis.unesco.org/sites/default/files/documents/educationcounts-benchmarkingprogress-in-19-wei-countries-2006en_0.pdf
https://files.eric.ed.gov/fulltext/EJ918613.pdf
https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/
Contributed by:
EVA B. MARANAN, PhD, REE, LPT
Associate Professor V, URS Antipolo