Science,

Technology and
Nation Building
By: Prof. Maricar F. Flores
•The history of science and technology in the
Philippines started way back before the country
gained its independence from the American
colonizers.
•Before the coming of the Spanish colonizers, the early
inhabitants had their own culture & traditions. They
had their own belief system and indigenous
knowledge system that keeps them organized and
sustained their lives and communities for many years.
•In pre- Spanish Philippines, SCIENCE is embedded in the way
of life of the people. Scientific knowledge is observed: in the
way they plant their crops that provide them food; in taking
care of their animals to help them in their daily tasks, and for
food production.
•Science is observed in the way they interpret the movement of
the heavenly bodies in predicting seasons and climates, and in
organizing days into months and years. They used science in
preparing the soil for agricultural purposes and discovered the
medicinal uses of plants.
• Technology is used by people in building houses, irrigations and in
developing tools that they can use in their everyday life. They
developed tools for planting, hunting, cooking and fishing; for
fighting their enemies during war or tribal conflicts; and for
transportation. They also used technology in creating musical
instruments.

• Also, trading with China, Indonesia, Japan and other nearby

countries have influenced their lives by providing opportunities for
cultural and technological exchange. All of these ancient practices
in science and technology are considered now as INDIGENOUS
SCIENCE OR FOLK SCIENCE.
SPANISH ERA
• When the Spaniards colonized the country, they brought with them their
own culture and practices. They established schools for boys and girls and
introduced the concept of subjects and disciplines. It was the beginning of
formal science and technology in the country, known now as school of
science and technology.
• Learning of science in school focuses on understanding different concepts
related to the human body, plants, animals and heavenly bodies. Technology
focuses on using and developing house tools used in everyday life.
• Life during the Spanish Era slowly became modernized, adapting some
Western technology and their ways of life. The Filipinos developed ways to
replicate technology brought by the Spaniards using indigenous materials.
Medicine and advanced science were introduced in formal colleges and
universities established by the Catholic orders.
The GALLEON TRADE
• has brought additional technology and development in the Philippines.
• Although it is only beneficial for the Spaniards, these trades allowed other
ideas, crops, tools, cultural practices, technology, and Western practices to
reach the country. Some of the Filipino students who were able to study in
Europe also contributed to the advancement of medicine, engineering, arts,
music, and literature in the country.

• The Philippines, being considered as one of the centers of global trade in

Southeast Asia during that time, was considered to be one of the most
developed places in the region. Although the country is blessed with these
developments, the superstitious beliefs of the people and the Catholic
doctrines and practices during the Spanish era halted the growth of science
in the country.
AMERICAN ERA
• The Americans have more influence in the development of science and
technology in the Philippines compared to the Spaniards.
• - established the public education system
• - improved the engineering works and health conditions of the people.
• - established a modern research university, UNIVERSITY OF THE
PHILIPPINES.
• - created more public hospitals.
• - mineral resources were explored and exploited during the American
times.
• - transportation and communication systems were improved, though not
accessible throughout the country.
 • The Americans did everything to “Americanize” the Philippines. They
reorganized the learning of science and introduced it in the public and
private schools. In basic education, science education focuses on nature
studies and science and sanitation, until it became a subject formally known
as
“Science.” The teaching of science in higher education has also greatly
improved and modernized. Researches were done to control malaria,
cholera, and tuberculosis and other tropical diseases.

• The desire of the Americans to develop the human resources of the

Philippines to serve their own interests is somehow beneficial in the
country. These allowed American scholars to introduce new knowledge and
technology in the country. The Protestant church missions in different
places in the country also brought hospitals and schools to far flung areas.
Little by little, these efforts built a stronger foundation for science and
technology in the country.
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
were 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.

• The reparation f unds focused on building some institutions and public facilities
like schools, hospitals and transportation system. The reparation money from
Japan was also concentrated on building highways and providing technological
training and human resource development.

• Since the establishment of the new republic, the whole nation has been focusing
on using its limited resources in improving S&T capability. It has explored the
use of ODA or Overseas Development Allocations from the different countries
to help the country improve its scientific productivity and technological
• Human resource development is at the heart of this efforts focusing on
producing more engineers, scientists, technology experts, doctors and other
professionals in the country.

• The development of science and technology in the Philippines, based on its

brief history, is shaped by several factors and influences. Like in the history
of science in other countries, it is always shaped by human and social
activities, both internal and external. The following are the influences in
the development of science and technology:

• Internal influences: survival, culture, economic activities

• External influences: foreign colonizers, trades with foreign countries,
international economic demands.
• Science and technology may have significant impact on the lives of the
people and in the development of the Philippine society. However,
improving the quality of science education still remains as a big challenge
in the country.
• This topic situates science, technology and society in the context of
Philippine nation building. It initially surveys contributions of Filipino
scientists to ST. It then traces the historical development and impact pf
ST on the various segments of Philippine society.
• ▪ Science is the study of knowledge which can be made into a system and
which depends on evaluative facts.
• ▪ Technology is the practical application of scientific knowledge.
• ▪ Nation building is the creation or development of a nation, especially one
that has recently become independent.
•Science and technology in the Philippines describe
scientific and technological progress made by the
Philippines and analyses related policy issues. The main
agency responsible for managing science and technology is
the Department of Science and Technology (DOST). There
are also sectorial councils for Forestry, Agriculture and
Aquaculture, the Metal Industry, Nuclear Research, Food
and Nutrition, Health, Meteorology, Volcanology and
Seismology.
SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
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.
•▪ 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 in the moon. The Banaue Rice
Terraces are among the sophisticated products of engineering by
pre-Spanish era Filipinos.
PRE-COLONIAL PERIOD
••Scientific and Technological development in the
Philippines started in this period.
••Early Filipino were already using herbs as medicine
before the Spaniards came.
••Farming and Animal raising were implemented
••Development of different modes of transportation
(terrestrial or maritime)
••Rice Terraces- a complicated engineering of the
Cordilleras built by hand.
••Irrigation system that uses water from forest.
Colonial Period
• Colonization by the Spaniards provided the Philippines with modern
means of construction (walls, roads, bridges, & large infrastructures)
• •Spaniards developed the health & education systems enjoyed by
“principalia class”
• The principalía or noble class[1](p331) was the ruling and usually
educated upper class in the pueblos of the Spanish Philippines,
comprising the Gobernadorcillo, who was later referred to as Capitan
Municipal (who had f unctions similar to a town mayor), Lieutenants
of Justice, and the Cabezas de Barangay (heads of the barangays) who
governed the districts, former Gobernadorcillos or Municipal
Captains, and Municipal lieutenants in good standing during their
term of office.
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.
• ▪ Accounts by Spanish friars in the 1580s showed that astronomy was already known and
practiced.
• ▪The study of medicine in the Philippines was given priority in the Spanish era, especially in the
later years. The Spanish also contributed to the field of engineering in the islands by constructing
government buildings, churches, roads, bridges and forts. Biology is given focus.
• ▪ The Galleon Trade have accounted in the Philippine colonial economy. Trade was given more
focus by the Spaniard colonial authorities due to the prospects of big profits. Agriculture and
industrial development on the other hand were relatively neglected. The opening of the Suez
Canal saw the influx of European visitors to the Spanish colony and some Filipinos were able to
study in Europe who were probably influenced by the rapid development of scientific ideals
• brought by the Age of Enlightenment.
 POST COLONIAL PERIOD
• ▪ The progress of science and technology in the Philippines continued under
American rule. On July 1, 1901 The Philippine Commission established the
Bureau of Government Laboratories which was placed under the Department of
Interior. The Bureau replaced the Laboratorio Municipal, which was
established under the Spanish colonial era. It dealt with the study of tropical
diseases
• and laboratory projects. On October 26, 1905, the Bureau of Government
Laboratories was replaced by the Bureau of Science and on December 8, 1933,
the National Research Council of the Philippines was established. The Bureau
of Science became the primary research center of the Philippines until World
War II.
• ▪ Science during the American period was inclined towards agriculture, food
processing, medicine and pharmacy. Not much focus was given on the
development of industrial technology due to free trade policy with the United
States which nurtured an economy geared towards agriculture and trade.
• ▪ In a report by the US Economic Survey to the Philippines in 1950, there is a
lack of basic information which were necessities to the country's industries, lack
of support of experimental work and minimal budget for scientific research and
MARCOS ERA AND MARTIAL LAW
• ▪ During Ferdinand Marcos' presidency, the importance given to science
grew. In the amended 1973 Philippine Constitution, he declared that the
"advancement of science and technology shall have priority in the national
development." In his two terms of presidency and during Martial Law, he
enacted many laws promoting science and technology.
• ▪ In his Second State of the Nation Address on January 23, 1967, he
declared that science was necessary for the development programs, and
thus, directed the Department of Education to revitalize the science
courses in public high schools. The Department of Education, with the
National Science Development Board (NSDB), is organizing a project to
provide selected high schools with science teaching equipment over a
four-year period.
•In his Third State of the Nation Address on January 22, 1968, he
recognized that technology was the leading factor in economic
development, and channeled additional f unds to support projects
in applied sciences and science education.
•▪ In his Fourth State of the Nation Address on January 27, 1969,
he gave a big part of the war damage f und to private universities
to encourage them to create courses in science and technology and
to research. He stated that he planned a project to have medical
interns do a tour of duty in provincial hospitals to arouse their
social conscious and reduce the "brain drain."
•On April 6, 1968, he proclaimed 35 hectares in Bicutan, Taguig,
Rizal as the site of the Philippine Science Community.
•▪ In his Fifth State of the Nation Address on January 26, 1970,
he emphasized that the upgrading of science curricula and
teaching equipment is crucial to the science development
program. He added the Philippine Coconut Research Institute
to the NSDB to modernize the coconut industry.
•The NSDB also established the Philippine Textile Research
Institute. The Philippine Atomic Energy Commission of the
NSDB explored the uses of atomic energy for economic
development.
• ▪ In his Seventh State of the Nation Address on January 24, 1972, he spoke about his
major development projects in reforming sectors of education. Such projects included
research and development schools, technical institutes, science education centers, and
agricultural colleges and vocational high schools.
• ▪ In 1972, he created the National Grains Authority to provide for the development of
the rice and corn industry to f ully harness it for the economy of the country. He
established the Philippine Council for Agricultural Research to support the
progressive development of agriculture, forestry, and fisheries for the nation. He
established the Philippine Atmospheric Geophysical and Astronomical Services
Administration (PAGASA) under the Department of National Defense to provide
environmental protection and to utilize scientific knowledge to ensure the safety of
the people.
• ▪ In 1976, he enacted a law under Presidential Decree No. 1003-A, s. 1976 to establish
the National Academy of Science and Technology, which is composed of scientists
with "innovative achievement in the basic and applied sciences," to serve as a reservoir
of scientific and technological expertise for the country.
• ▪ In 1978, he created a Task Force on the formulation of a national action
program on science and technology to assess policies and programs of
science and technology. (Executive Order No. 512, s.1978).
• ▪ In his Fourteenth State of the Nation Address on July 23, 1979, he said
that the government invested f unds and time in organizations for
scientific research, such as the NSDB, the Philippine Council for
Agricultural Research and Resources, the Plant Breeding Institute, the
International Rice Research Institute, the Bureau of Plant Industry, and
the Bureau of Forest Products.
• ▪ In 1979, he constituted the Health Sciences Center created by R.A. No.
5163 as an autonomous member within the University of the Philippines
System to improve the internal organization and unity of leadership
within its units.
•▪ In 1980, he created the National Committee on Geological
Sciences to advise government and private entities on matters
concerning development in geological sciences.
•▪ In 1982, he reorganized the National Science Development
Board and its agencies into a National Science and Technology
Authority to provide central direction and coordination of
scientific and technological research and development.
•▪ In 1986, he established the Mindanao and Visayas campuses of
the Philippine Science High School to encourage careers in
science and technology and to be more accessible to the talented
students in the Mindanao and Visayas areas.
 FIFTH REPUBLIC
• ▪ In 1986, during Corazon Aquino's presidency, the National Science and
Technology Authority was replaced by the Department of Science and
Technology, giving science and technology a representation in the cabinet. Under
the Medium-Term Philippine Development Plan for the years 1987-1992, science
and technology's role in economic recovery and sustained economic growth was
highlighted.
• ▪ On August 8, 1988, Corazon Aquino created the Presidential Task Force for
Science and Technology which came up with the first Science and Technology
Master Plan. The goal of STMP was for the Philippines to achieve newly
industrialized country status by the year 2000. The Congress did not put much
priority in handling bills related to science and technology.
• During her term, President Corazon Aquino encouraged scientists and inventors
to bring the
• Philippines to its former position as second to only Japan in the field of science
and technology. One of the goals of her administration was to achieve the status
as being an industrialized country by 2000.
• Ironically, it was during President Corazon Aquino's term and the
reorganization of Philippine bureaucracy that Executive Order No.128
abolished R.A. No. 3859, also known as the “Philippine Inventors
Incentive Act.” This Philippine Inventors Commission was under the
Science Development board. It gave assistance to Filipino inventors
through giving financial aid, patent application assistance, legal assistance,
and to help inventors market their products domestically and abroad.
• ▪ R.A. 6655 or the Free Public Secondary Education Act of 1988 opened
doors to free education up to the secondary level, implemented in the
education system together with this was the “Science for the Masses
Program” which aimed at scientific and technological literacy among
Filipinos. Funding for the science and technology sector was tripled from
464 million in 1986 to 1.7 billion in 1992. The Science and Technology
Master Plan was formulated which aimed at the modernization of the
production sector, upgrading research activities, and development of
infrastructure for science and technological purposes.
• ▪ There were noticeable improvements regarding science and technology as
stated in President Fidel Ramos' State of the Nation Address. In his third
SONA, there was a significant increase in personnel specializing in the
science and technology field. At 1998, the Philippines was estimated to
have around 3,000 competent scientists and engineers. Adding to the
increase of scientists would be the result of the two newly built Philippine
Science High Schools in Visayas and Mindanao which promotes f urther
development of young kids through advance S&T curriculum.
• Schools were becoming more modernized and updated with the addition of
high-tech equipment for student improvement and teachers were getting
training programs to benefit themselves and their students. Health care
services were promoted through local programs such as "Doctors to the
Barrio Program." The health care programs were innovative and effective as
shown by the change in life expectancy from 67.5 years in 1992 to 69.1
years in 1995.
• ▪ Priority for S&T personnel increased when Magna Carta for Science and
Technology Personnel (Republic Act No. 8439) was established. The award
was published in order to give incentives and rewards for people who have
been influential in the field of S&T.
• ▪ Fidel V. Ramos believes that science and technology was one of the means
wherein the Philippines could attain the status of new industrialized
country (NIC). During his term, he was able to establish programs that
were significant to the field of S&T. In 1993, Science and Technology
Agenda for National Development (STAND) was established. Among its
priorities were:
• (1)exporting winners identified by the DTI;
• (2) domestic needs identified by the President's Council for Countryside
Development;
• (3)support industries and coconut industry development.
•Congress, during his term, was able to enact laws that were
significant for the field. Among were:
•(1)Magna Carta for Science and Technology Personnel (Republic
Act No. 8439);
•(2) Science and Technology Scholarship Law of 1994 (Republic Act
No. 7687) and
•(3)Inventors and Inventions Incentives Act (Republic Act No.
7459).
•The Intellectual Property Code of the Philippines (Republic Act
No. 8293) was enacted during Ramos' term. The law provides
industrial property rights, copyrights and related rights, and
technology transfer arrangements.
• ▪ In President Joseph Estrada's term, two major legislations that he signed
were Philippine Clean Air Act of 1999 (Republic Act No. 8749) which was
designed to protect and preserve the environment and ensure the
sustainable development of its natural resources, and Electronic Commerce
Act of 2000 (Republic Act No. 8792) which outlaws computer hacking and
provides opportunities for new businesses emerging from the
Internet-driven New Economy. Aside from these, in his first State of the
Nation Address, President Estrada launched a f ull-scale program based on
cost-effective irrigation technologies.
• ▪ It was in his second State of the Nation Address that President Estrada
announced the passage of the Clean Air Act, and the decision to pursue the
15-year modernization program of the Armed Forces of the Philippines. His
last State of the Nation Address pushed for the advancement of industries
and schools into the Internet age, as well as the announcement of the
passage of the e-Commerce Act.
•▪ In the Gloria Macapagal-Arroyo administration, the science and
technology sector of the Philippines was dubbed as the "golden
age" of science and technology. Numerous laws and projects that
concerns both the environment and science to push technology as
a tool to increase the country's economic level. This is to help
increase the productivity from Science,Technology and
Innovations (STI) and help benefit the poor people. Moreover, the
term "Filipinnovation" was the coined term used in helping the
Philippines to be an innovation hub in Asia.
•▪ The STI was developed f urther by strengthening the schools and
education system such as the Philippine Science High School
(PSHS), which focuses in science, technology and mathematics in
their curriculum.
• ▪ Helping the environment was one of the focus in developing technology
in the Philippines. One of the more known laws to be passed by her
administration was the R.A. 9367 or the "Biof uels" act. This act promotes
the development and usage of biof uels throughout the country. This
potentially enables a cheaper alternative to gasoline as a medium in
producing energy.
• ▪ In an effort to improve the efficiency of both land and water, the
government imposes Republic Act 10601 which improves the Agriculture
and Fisheries Sector through Mechanization (AFMech). RA 10601 covers
research, development, and extension (RDE), promotion, distribution,
supply, assembling, manufacturing, regulation, use, operation, maintenance
and project implementation of agricultural and fisheries machinery and
equipment.
•▪ In 2014, President Benigno Aquino III conferred four new
National Scientist for their contribution in the Scientific field,
Academicians Gavino C. Trono, Angel C. Alcala, Ramon C.
Barba, and Edgardo D. Gomez was honored in their respective
fields. Trono's contribution helped a lot of families in the coastal
populations through the extensive studies he made on seaweed
species.
•On the other hand, Alcala served as the pioneer scientist and
advocate of coral reefs aside from his contribution in the fields of
systematics, secology and herpetology. Barba's contribution
changes the seasonal supply of fresh fruits to an all year-round
availability of mangoes through his studies on the induction of
flowering of mango and micropropagation of important crop
species.
• ST IN THE PHILIPPINES AND THE ENVIRONMENT
• ▪ ST have numerous contributions to society:
• 1. Mechanization of farming is necessary for agriculture, being the number
one source of food production. Agricultural development needs to cope
with the rapidly and exponentially growing population
• 2. Tools such as water pumps and sprinklers help in managing the
damaging effects of extreme heat caused by climate change on crops.
• 3. ST have also made it possible to produce genetically modified crops
which grow faster than are more resistant to pests
• 4. Fertilizers that increase nutrients in the soil enhance the growth of the
crops and produce high quality yields.
• 5. ST has improved transportation by land, air and sea.
• 6. Communication has also improved through technological advancements. With the
internet and the rise of social media, information is transmitted easily.
• 7. Ways of learning also changed. Learning management systems used in education are
now accessible through computers, mobile phones, tablets and other gadgets.
• 8. Online learning has also become popular in various disciplines like mathematics,
physics, biology, etc.
• These contributions of ST, however, always come with adverse impacts especially on the
environment. One is resource depletion. The increasing number of new and advanced
technologies in the production and manufacture of different goods and services results in
the depletion of the earth’s natural resources. Wastes are also generated as these
technologies are developed. People have also become too dependent on ST, disregarding its
consequences that may be damaging to the environment.
• The Philippines is trying its best to improve the state of science education in the country.
One of the strategies is to establish science schools that will encourage students to pursue
their career in science and technology and to nurture their gifted potentials in science.
The Concept of Science Education
• Science education focuses on teaching, learning, and understanding science.
•  -Teaching science involves developing ways on how to effectively teach science. This
means exploring pedagogical theories and models in helping teachers teach scientific
concepts and processes effectively.
•  -Learning science includes both pedagogy and the most interesting aspect, which is
helping students understand and love science.
•  -Understanding science implies developing and applying science-process skills and
using science literacy in understanding the natural world and activities in everyday life.
• Getting deeper into the discourse of science education, John Dewey (2001) stressed the
importance of utilizing the natural environment to teach students. Accordingly, nature
must indeed f urnish its physical stimuli to provide wealth of meaning through social
activities and thinking. It is not surprising therefore that science education is
important.
• (John Dewey was an American philosopher, psychologist, and educational reformer
whose ideas have been influential in education and social reform. He is regarded as one
of the most prominent American scholars in the first half of the twentieth century.
Wikipedia) In fact, Marx (1994) opines that science is going to be one of the most
important school subjects in the f uture.
• (Karl Heinrich Marx was a German philosopher, economist, historian, sociologist,
political theorist, journalist and socialist revolutionary.)
Importance of Science Education
• Science education is justified by the vast amount of scientific knowledge developed in
this area that prepares citizens in a scientifically and technologically driven world.
Science education provides skills and knowledge that are necessary for a person to live in
what Knight (1986) describes as the age of science and to develop a citizenry that will
meet the goals of science in the society (Tilghman, 2005). Therefore, developing a
SCIENCE CULTURE is an immense responsibility for schools.
•Science education in BASIC and TERTIARY education
• 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 (Chaille & Britain,
2002).

• Science education also develops positive attitudes such: love for knowledge, passion for
innovative things, curiosity to study about nature, and creativity (Lind, 1997).
• Science education will develop a strong foundation for studying science and for
considering science-related careers in the f uture. This is an investment for the country
to develop a scientifically cultured and literate citizenry.
TERTIARY 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. It also focuses on the
preparation of science teachers, scientists, engineers and
other professionals in various science-related fields such
as engineering, agriculture, medicine and health sciences.
•The state also provides scholarships to encourage more
students to pursue science courses.
SCIENCE SCHOOLS in the PHILIPPINES
•One outstanding program for science education supported by the
government is the establishment of science schools in various
parts of the country. There are also several government programs
implemented by the Department of Education and few private
schools for science education.
•• Philippine Science High School System (PSHSS)
•• Special Science Elementary Schools (SSES) Project
•• Quezon City Regional Science High School
•• Manila Science High School
•• Central Visayan Institute Foundation
Philippine Science High School System (PSHSS)
• • government program for gifted students in the country.
• • under DOST, offering free scholarship for the secondary course with special
emphasis to science subjects. with end view of preparing its students for a
science career (RA No. 3661) provides a dormitory for students.
• • continues to pursue its vision to develop Filipino science scholars with scientific
minds and passion for excellence.

• Special Science Elementary Schools (SSES) Project

• • in pursuant to DepEd Order No. 73 s. 2008, and DepEd Order No. 51 s. 2010.
started in 2007 with 57 identified elementary schools as science elementary
schools in the country.
• • SSES Project aims to develop Filipino children equipped with scientific and
technological knowledge, skills and values.
MISSION:
•  Provide a learning environment to science-inclined children through a
special curriculum that recognizes the multiple intelligences of the
learners;
• promote the development of lifelong learning skills; foster the holistic
development of the learners.

• The subject Science and Health is taught in Grade I with longer time
compared to other subjects 70 minutes for Grade I – III and 80 minutes
for Grade IV to VI.
• 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

•• established on September 17, 1967

•• originally, it was named Quezon City Science High School.
•• turned into a regional science high school for the National
Capital Region in 1999.
•• curriculum is focused on science and technology.
•• additional subjects in science and technology that students
should take.
•• venue in providing maximum opportunities to develop spirit of
inquiry and creativity.
Manila Science High School
•• established on October 1, 1963 as the Manila Science High
School (MSHS).
•• first science high school in the Philippines.
•• the organization and curriculum puts more emphasis on Science
and Mathematics.
•• aims to produce scientists with souls.
•• Humanities courses and other electives are included in the
curriculum.
•• encouraged to participate in various extracurricular activities.
 Central Visayan Institute Foundation
• It is the home and pioneer of the prominent school-based innovation
known as the Dynamic Learning Program (DLP). 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) establish in 1992, which
organizes small international workshops.
• Science education deals with the teaching and learning of science and in
helping the public develop science literacy. This is important in the
promotion and development of science and technology in the country.
Science education deals with the development of people in science, which is
the heart of science, technology and society.
Selected Indigenous Science and Technology

• During the early times, Filipinos tried to invent tools that will help them in
everyday life. They also developed alternative ideas in explaining various
phenomena and in explaining the world around them. This system of knowledge
is called indigenous knowledge, which is the foundation of indigenous science.
• Indigenous Knowledge System
• Indigenous knowledge is imbedded 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. These 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 of the 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 seeds for planting;
• ∙ using indigenous technology in daily lives;
• ∙ building local 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
• uses guided by composed of Science Process Skills Community, culture and Traditional
Knowledge values.
• Figure 1. The Concept of Indigenous Science
• 1. Indigenous science uses science process skills such as observing, comparing,
classifying, measuring, problem solving, inferring, communicating, and predicting.
• 2. 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 non-living 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
•3. 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 civilization, 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.
INDIGENOUS SCIENCE
• Indigenous science is part of the indigenous knowledge system practiced by
different groups of people and early civilization (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 natural phenomena, and strategies for coping with
changing environments (Pawilen, 2005).

• Ogawa (1995) claimed that 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.
• Iaccarino (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.
• Indigenous beliefs also develop desirable values that are relevant or consistent to
scientific attitudes identified by Johnston (2000), namely:
• 1. motivating attitudes;
• 2. cooperating attitudes;
• 3. practical attitudes;
• 4. and 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 developed
diverse structures and contents through the interplay between the society and the
environment.
•According to Kuhn (1962), 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.
•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 (2006) developed a simple framework for understanding
indigenous science.
•Accordingly, indigenous science is composed of traditional
knowledge that uses science process skills and guided by
•References:
•Serafica, J. et.al. (2018). Science, Technology, and
Society. Rex Printing Company, Inc., First
•Edition, 2018.