Villamor Jomar A.
BSIT-3A
TIMELINE OF SCIENCE EDUCATION IN THE PHILIPPINES
Pre-Colonial Period
Traditional Knowledge: Before the arrival of Spanish colonizers, indigenous Filipinos
had their own forms of knowledge in agriculture, medicine, and navigation, which were
passed down through generations. They used herbal medicines, practiced rudimentary
farming techniques, and understood the basics of astronomy for navigation
Spanish Colonial Period (1565–1898)
Early Education System: During the Spanish period, formal education was mostly
religious in nature, with emphasis on catechism. Science, if taught, was very limited and
focused mostly on practical knowledge that served agricultural needs.
Establishment of Schools: The first schools were set up by religious missionaries, and
while they included basic arithmetic and reading, science education was not a major part
of the curriculum.
Scientific Exploration: The Spanish brought some scientific knowledge to the
Philippines, mainly through missionaries and explorers who documented the local flora
and fauna, although these were not widely taught in schools.
American Colonial Period (1898–1946)
Introduction of Modern Education: With the American occupation, the education
system was reorganized with a focus on science and mathematics. English became the
medium of instruction, and the new curriculum began to include modern science subjects
like biology, chemistry, and physics.
1901 – Establishment of the Philippine School of Arts and Trades: The Philippine
School of Arts and Trades was created to teach practical sciences related to industry and
commerce.
1930 – First Science High School: The Philippine Normal School, a teacher-training
institution, established specialized science education programs.
Scientific Institutions: The Bureau of Science (1901) was founded to study natural
resources and promote scientific research, setting the stage for future scientific
endeavors.
Post-Independence Period (1946–1960s)
Expansion of Science Curriculum: After the Philippines gained independence in 1946,
the science curriculum in schools expanded. Secondary schools started to include more
subjects in the sciences, with emphasis on practical skills and basic science education.
Creation of the National Science Development Board (NSDB): Established in 1958,
the NSDB worked towards developing science and technology in the country and
supported science education.
1960s–1980s
Emergence of Science High Schools: The 1960s saw the establishment of the Philippine
Science High School (PSHS) system, which was designed to offer advanced science and
technology education to gifted students across the country.
Curriculum Reforms: In the 1970s and 1980s, science education became more
formalized. The Department of Education (DepEd) began implementing science
programs and teacher training programs for science educators.
Research & Innovation: Science education was increasingly integrated with the nation’s
economic development. Research programs focused on areas such as agriculture,
engineering, and public health.
1990s
K–12 Curriculum Reform: In the 1990s, there was a push to reform and update the
science curriculum to meet international standards. More focus was placed on critical
thinking and scientific inquiry.
Incorporation of Technology: The late 1990s saw the introduction of computer science
and technology as part of the education curriculum. Schools began incorporating
computer labs and other technological resources to complement science education.
2000s
Strengthening of Science Education: The Philippine government focused on improving
the quality of education, with science being a major priority. Several initiatives were
launched to upgrade facilities, provide training for science teachers, and improve
laboratory resources.
Science Education Policy: The "Philippine Science Education Master Plan" (2003) was
introduced to address the gaps in science education and research. It emphasized
curriculum development, teacher development, and the strengthening of science
institutions.
Partnerships with International Bodies: The Philippines established partnerships with
international organizations like UNESCO to improve science education through funding,
training, and development of science centers.
2010s–Present
K–12 Education System Implementation (2013): The Philippines adopted the K–12
system, which includes kindergarten and adds two years of senior high school. The
science curriculum in K–12 was significantly upgraded, with students receiving more
advanced and specialized science education in their senior years.
STEM Focus in Senior High School: Senior high schools (Grades 11 and 12) offer
specialized tracks, including Science, Technology, Engineering, and Mathematics
(STEM), which focus on more in-depth science and math education.
Science Olympiad Success: Filipino students have gained recognition in international
science competitions such as the International Science Olympiad and other global science
and math contests, showing the growing competence of the country’s science education.
STEM Support and Development: The Department of Education (DepEd) continues to
push for STEM education by collaborating with higher education institutions and the
private sector to provide scholarships, internships, and career opportunities in the fields
of science, technology, engineering, and mathematics.
Future Outlook (2020s–Beyond)
Integration of Digital Learning: Science education in the Philippines is increasingly
relying on digital platforms. The use of virtual laboratories, online learning tools, and
blended learning models have become more widespread.
Focus on Sustainability and Climate Change: Science education is expected to evolve
to address global challenges, particularly climate change, environmental sustainability,
and disaster resilience, which are pressing issues in the Philippines due to its geography.
Enhancement of Research and Development: The Philippines is focusing on boosting
its capacity for scientific research and innovation, with the government and private sector
working together to promote research programs that can benefit the country’s
development.
