College of Teacher Education

Second Semester, A.Y. 2020-2021

MODULE 3
GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
Science Education in the Philippines

Course Title: SCIENCE TECHNOLOGY AND SOCIETY

Course Code: GE 7

Name: _____________________________________
Course and Year: _____________________________________
Contact Number: _____________________________________
Date and Time Allotment: (MW/TTh January 19 – February 1, 2024)
Instructor: Ms. Angelika Marie Bucia

Introduction

This module entitled General Concepts and Historical Events in Science, Technology and Society is about Science
Education in the Philippines. The Philippines is trying its best to improve the state of science education in the country. This
lesson will discuss the concept of science education and will identify some strategies to promote science education in the
country. One of the strategies is to establish science schools that will encourage students to pursue their career in science
and technology and to nurture their gifted potentials in science.

I. Objectives

At the end of the end of this lesson, students should be able to:
1. Discuss the concept of science education.
2. Differentiate the science education in basic and tertiary education.
3. Identify science schools established to promote science education in the Philippines

II. Lecture

THE CONCEPT OF SCIENCE EDUCATION

- Science Education focuses on teaching, learning , and understanding science.
- Teaching science involves developing ways on how to effectively teach science.
- This means exploring pedagogical theories and models in helping teachers teach scientific concepts and process effectively.
- Learning science, on the other hand , includes both pedagogy and the most interesting aspect, which is helping students
understand and and love science.
- Understanding science implies developing and applying science -proces skills and using science literacy in understanding the
natural world activities in everyday life.
- Getting deeper into the discourse of science education, (John Dewey ) stressed the importance of utilizing the natural
environment to teach students. Accordingly, nature must indeed furnish its physical stimuli to provide wealth of meaning
through social activities and thinking.
- In fact, Marx (1994) opines that science is going to be one of the most important school subjects in the future.
- Science education is justified by the vast amount of scientific knowledge developed in this area that prepares citizens in a
scientifically and technologically driven world.
- Science education provides skills and knowledge that are necessary for a person to live in what Knight (1986) describes as
the age of science and to develop a citizenry that will meet the goals of science in the society.
- Developing a science culture is therefore an immense responsibility for schools.

SCIENCE EDUCATION IN BASIC AND TERTIARY EDUCATION

- In basic education. science cducation helps students learn important concepts and facts that are related to everyday life.
- Including important 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: the 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.

SCIENCE SCHOOLS IN THE PHILIPPINES

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 One outstanding program for science education supported by the government is the establishment of science schools in
various parts of the country. There are also several government programs implemented by the Department of Education and few
private schools for science education.

PHILIPPINE SCIENCE HIGH SCHOOL SYSTEM (PSHSS)

- This is a government program for gifted students in the Philippines.
- It is a service institute Of the Department of Science and Technology (DOST) whose mandate is to Offer free scholarship
basis for secondary course with special emphasis on subjects pertaining to the sciences, with the end-view of preparing its
students for a science career (Republic Act NO. 3661).
- The school maintains a dormitory for all its students.
- Since its inception, the PSHSS continues to pursue its vision to develop Filipino science scholars with scientific minds and
passion for excellence. PSHSS students have proven to be a beacon of excellence, courage, and hope for the country.
- They have brought honor to the Philippines through their exemplary achievements in various international competitions and
research circles.
- When the students graduate from the school, they are expected to pursue degrees in science and technology at various
colleges and universities locally or abroad.

SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSES) PROJECT

- The Special Science Elementary Schools (SSES) Project is in pursuance to DepEd Order No. 73 s. 2008, and DepEd Order
No. 51s. 2010. This project started in June 2007 with 57 identified elementary schools that participated or were identified as
science elementary schools in the country. Since its inception, the number have grown to more than 60 schools nationwide
and this is now its sixth year of implementation.
- The SSES Project aims to develop Filipino children equipped with scientific and technological knowledge, skills, and values.
Its mission is to:
1. provide a 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
- The subject Science and Health is taught in Grade 1 with a longer time compared to other subjects: 70 minutes for Grades I to
Ill and 80 minutes for Grades IV to VI.
- The curriculum also utilizes different instructional approaches that address the learning styles and needs of the learners like
the use of investigatory projects.

QUEZON CITY REGIONAL SCIENCE HIGH SCOOL

- 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.
- The school envisions to serve as a venue in providing maximum opportunities for science-gifted students to develop spirit of
inquiry and creativity.
- The school is well-supported by the local government unit and by the Parents and Teachers Association (PTA).

MANILA SCIENCE HIGH SCHOOL

- The school was established on October 1, 1963 as the Manila Science High School (MSHS). It is the first science high school
in the Philippines.
- The organization and curriculum of the school puts more emphasis on science and mathematics. MSHS aims to produce
scientists with souls. In order to do this, humanities courses and other electives are included in their curriculum.
- Students are also encouraged to participate in various extracurricular activities. The school administers an entrance exam, the
Manila Science High School Admission Test (MSAT), for students who wish to enroll.
- The MSAT has five parts: aptitude in science, aptitude test in mathematics, problem-solving test in science, problemsolving
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 ofthe prominent school-based innovation known as the Dynamic Learning Program (DLP). The DLP
is a synthesis of classical and modern pedagogical theories adapted to foster the highest level of learning, creativity, and
productivity.
- The school takes pride in its Research Center for Theoretical Physics (RCTP) established in 1992, which organizes small
international workshops to foster the informal but intense exchange of ideas and perspectives on outstanding problems in
physics and mathematics.

Name: _____________________________________________
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Course and Year: _____________________________________
Contact Number: _____________________________________
Date of Submission: _____________________________________
Instructor: _______Ms. Angelika Marie Bucia

✓ Note/Reminder:
◼ Don’t hesitate to ask me when there are some difficulties.
◼ Always update me upon doing your activity/assessment.
◼ The deadline of your activities/assessment will be announced in our Group Chat.
◼ Keep calm and be motivated as always!
◼ Don’t push yourself to the limit. If you’re tired, then rest. After a while, make a move again.
◼ Put a smile on your face. ☺

III. Application/Activity
Directions: Answer the given question.

1. What other government projects and programs are available for science education in the Philippines?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

2. Are there private schools with understanding science education programs? Identify and compare their science education programs
with public science schools
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

IV. Assessment
Directions: Identify science and technology policies that could be adapted or implemented in the Philippines.

Date Finished: _________________________ Signature: _________________________

V. Other References
• Tilghman, S.T. (2005). Strange Bedfellows: Science, Politics and Religion, A George Romances Lecture presented
at Oxford University.
• Meador, K.S. (2005). “Thinking Creatively About Science: Suggestions for Primary Teachers.” In S. Johnson and J.
Kendrick, (Eds.) Science Education for Gifted Students.
• Worth, K. & Grollman, S. (2003). Worms, Shadows, and Whirlpools: Science in the Early Childhood Classroom.
Newton, MA: Educational Development Center Publication.
• Department of Education, (2002). “The 2002 Basic Education Curriculum.”

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