CHAPTER 1

GENERAL CONCEPTS AND STS HISTORICAL DEVELOPMENTS

Science, technology and society (STS) is an interdisciplinary program

of study that focuses on understanding the relationship between scientific
developments and the everyday lives of people. This chapter includes
analysis of the concepts, theories, principles, historical events in science and
its development in various civilizations, and the role of science in nation
building with emphasis on government programs and projects for the
advancement of science and technological capability of the country. It lets you
investigate how the present status of science and technology came into being
and explore the major turns during global and national history that led it to its
exhilarating and captivating development.
The chapter will allow you to time travel through the antecedents. It
also presents the historical development of science in the Philippines.

GENERAL OBJECTIVES
1. Discuss the interactions between S&T and society
throughout history;
2. Discuss how scientific and technological developments affect society
and the environment;
3. Identify the paradigm shifts in history;
4. Explain how intellectual revolution change the way how humans see
the world;
5. Describe the technological advancements that happened in the
information age;
6. Explain the role of science and technology in Philippine nation-
building;
7. Evaluate government policies pertaining to science and technology in
terms of their contributions to nation building; and
8. Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.

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 LESSON1
HISTORICAL ANTECEDENTS OF SCIENCE AND TECHNOLOGY

It is loosely defined as a society's way of life, provides the basis for

forging identities. It allows people to understand themselves in relation to
others and provides them a lens through which they base what is considered
the "right way" of doing things or to understand better the history of the natural
world and how the natural world works, with observable physical evidence as
the basis of that understanding.

Learning Objectives
At the end of the lesson, the students should be able to:
1. discuss the interactions between S&T and society throughout history;
2. discuss how scientific and technological developments affect society and
the environment; and
3. identify the paradigm shifts in history.

RELATION BETWEEN SCIENCE AND TECHNOLOGY

Science is knowledge about, or study of the natural world based on
facts learned through experiments and observation while technology is
science or knowledge put into practical use to solve problems or invent useful
tools.

HOW IS SCIENCE USED IN TECHNOLOGY?

Science is the pursuit of knowledge about the natural world through
systematic observation and experiments. Technology, on the other hand, is
the application of scientifically gained knowledge for practical purpose.
Scientists use technology in all their experiments.

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WHAT DOES SCIENCE, TECHNOLOGY AND SOCIETY MEAN?
Science is the study to how society, politics and culture affect scientific
research and technological innovation, and how these, in turn affect society,
politics and culture.

SCIENCE AND TECHNOLOGY STUDIES

 STS is a relatively recent discipline, originating in the 60’s and 70’s,
following Kuhn’s The Structure of Scientific Revolutions (1962).
 STS was the result of a “sociological turn” in science studies.
 STS assumes that science and technology are essentially intertwined
and that they are each profoundly social and profoundly political.

HISTORY OF SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

 Science and technology in the Philippines had experienced periods of
intense growth as well as long periods of stagnation.
 The main managing agency responsible for science and technology is
the Department of Science and Technology.
 Numerous national scientists have contributed in different fields of
science including Fe del Mundo in the field of Pediatrics, Eduardo
Quisumbing in the field of tropical marine Phycology, Maria Orosa in
the field of Food technology and many more.

In 1879 Thomas Alva Edison, an American inventor, noticed that

when electricity flowed through a piece of iron wire, the iron wire
became red hot. The iron wire glowed brightly but then the light was

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 not bright enough to light up a whole room. He 4 used a thinner piece
of wire and allowed electricity to pass through it. He pumped out air
(containing oxygen) from a bulb using a machine. He then enclosed the
wire he was using in what he thought was an oxygen-free bulb. He
repeated this experiment, pumping out more air each time he used the
wire in lighting the bulb. He then discovered that the length of time that
the wire glowed was related to the amount of air present in the bulb. He
noticed that the wire glowed, but the light was still not bright enough.
This time, he tried other metals. After trying many times, he discovered
that a thin piece of metal called tungsten could glow so bright that it
could light up an entire room. Today, Edison is known as the inventor
of the incandescent light bulb.

PRESPANISH ERA
 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 Banaue Rice Terraces are among the sophisticated product of
engineering by pre-Spanish Filipinos.

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SPANISH COLONIAL ERA
 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 ATIVES.
 Later the Spanish established colleges and universities in the
archipelago including the oldest existing university in Asia, the
University of Santo Tomas.
 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 develo9pment 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.

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AMERICAN PERIOD
 The progress of science and technology in the Philippines continued
under American rule of the islands.
 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. The Bureau 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.

POST COMMONWEALTH ERA

 During the 1970s, which was under the time of Ferdinand Marcos’
presidency, the importance given to science grew.
 Under the 1973 Philippine Constitution, Article XV, Section 1, the
government’s role in supporting scientific research and innovation was
acknowledged.
 In 1974, a science development program was included in the
government’s Four-Year Development Plan which covers the years
`1974-1978.
 Funding for science was also increased. The National Science
Development Board was replaced

HOW SCIENCE AND TECHNOLOGY AFFECT SOCIETY

 Science and technology have had a major impact on society, and their
impact is growing.

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  By making life easier, science has given man the chance to pursue
societal concerns such as ethics, aesthetics, education, and justice; to
create cultures; and to improve human conditions.
 Science influences society through its knowledge and world view.
Scientific knowledge and the procedures used by scientists influence
the way many individuals in society think about themselves, others,
and the environment. The effect of science on society is neither entirely
beneficial nor entirely detrimental.

PARADIGM SHIFTS IN HISTORY

 A typical example or pattern of something.
 A distinct set of concepts or thought patterns including theories,
research methods, postulates, and standards for what constitutes
legitimate contributions to a field.
 The word ‘paradigm’ refers to the commonly accepted theories, values,
and scientific practice that constitute, ‘normal science’ within any
discipline. It is a set of assumptions within which a science operates.
 Quantum, Chaos, Hahnemanian, Kentian, Freudian theories, and
Newtonian mechanisms are all examples of paradigms.

WHAT IS A PARADIGM SHIFT?

 A fundamental change in approach or underlying assumptions.
 A concept identified by the American physicist and philosopher
Thomas Kuhn.
 A fundamental change in the basic concepts and experimental
practices of a scientific discipline.
 Kuhn presented his notion of a paradigm shift in his influential book
The Structure of Scientific Revolutions (1962).

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WHY ARE PARADIGM SHIFTS IMPORTANT?
 Paradigm shift is another expression for more significant changes
within belief systems.
 Within the philosophy of science, this concept is sometimes considered
important and is sometimes given great attention within education.

KUHN’S PARADIGM

 Thomas Samuel Kuhn (July 18, 1922 – June 17, 1996) was an
American physicist, historian, and philosopher of science whose book
The Structure of Scientific Revolutions was influential in both academic
and popular circles.

HISTORICAL EXAMPLES OF PARADIGMS

 Society and Ethics

o Slavery is acceptable to now slavery being inacceptable.

o Role of Children in Society – Child labor was, now is not
acceptable.
o Male Superiority – Beating wives was, now is not acceptable.

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 o Reading and the Control over Information – Invention of the
printing press allowed for the elites control over reading/writing
to end.
o The Reformation – Broke monopoly of the Catholica Church and
Christian’s ‘relationship’ with God.

 Natural Sciences
o Darwin’s theory of evolution
o Plate Tectonics – create a physical model of the Earth’s
structure.
o Albert Einstein’s space-time is not fixed or objective – subject to
observer’s state of motion relative to another object.
 Human Sciences

o Psychology: Sigmund Freud – we are not fully in control of our

behavior – a subconscious part operates.
o Economics: government intervention in economy is now
accepted.

REFERENCES

 Brookfield, S. (1985). Self-directed learning: From theory to practice.

London: Jossey-Bass Inc.
 Pearson Education. (2015). Quick Quiz. Retrived on September 20,
2020 from

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 https://wps.pearsoned.com.au/sw2/90/23063/5904132.cw/-/5904134/in
dex.html
 Pitzer College. (2020). Science, Technology, And Society. Retrieved
on September 20, 2020 from https://www.pitzer.edu/academics/field-
groups/science-technology-society/#:~:text=Science%2C
%20Technology%20and%20Society%20(STS,upon%20different
%20groups%20of%20people.
 Sandy, E. (2011). Unit 1 Chpter 2 Science, Technology, and Society.
Retrieved September 20, 2020 from
https://prezi.com/da9iqcux2ahj/unit-1-chapter-2-science-technology-
and-society/
 Serafica,J and Pawilen,G et al. Science, Technology and Society (First
Edition). Rex Publishing Compay,2018
 Talo, D. (2018). Science, Technology, and Society. Retrieved on
September 20, 2020 from
https://www.slideshare.net/donnaruthtalo/science-technology-and-
society-lesson-1
 The Trustees of the University of Pennsylvania. (2020). About Science,
Technology, and Society (STSC). Retrieved September 20, 2020 from
https://hss.sas.upenn.edu/undergraduate/science-technology-society-
major

LESSON 2
INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY

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 Intellectual revolution is the period where paradigm shifts occurred. It is
where the scientific beliefs that have been widely embraced and accepted by
the people were challenged and opposed. It is used to refer to Greek
speculation about the “nature” in the period before Socrates.
This lesson will give light to the development of science and scientific
ideas in the heart of the society. It is the goal of this lesson to articulate ways
by which society is transformed by science and technology.

LEARNING OBJECTIVES
At the end of the lesson, the students should be able to;
1. discuss how the ideas postulated by Copernicus, Darwin and Freud
contributed to the spark of scientific revolution.
2. articulate ways by which society is transformed by science and
technology
3. analyze how scientific revolution is done in various parts of the world like
in Latin America, East Asia, Middle East, and Africa

What is intellectual revolution?

 Refer to Greek speculation about the ‘nature’ in the period before
Socrates (roughly 600 to 400 BCE).
o Pre-Socratic or non-theological or first philosophy – more on
physics and logic
 Showed how society was transformed by science and technology.
SOME INTELLECTUALS AND THEIR REVOLUTIONARY IDEA

 There are many intellectuals who made essential contributions in science

during the period of scientific revolution that had shaken the world.

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 It is important to examine the different individuals whose ideas have
shaken and contested the dominant theories and ideas during this period –
the truths of their time.
 Scientists in al period are driven by their curiosity, critical thinking and
creativity to explore the physical and natural world. Their love for science
is driven by their deep passion to know and to discover.
 Scientists are not driven by glamor for honor and publicity.

1. Claudius Ptolemy

 Famous Greek philosopher and astronomer.

 Stated that the planets, the sun and the moon moved in a
circular motion around the earth – existence of days and nights.
 Geocentrism or Geocentric Model
i. A superseded description of the Universe with Earth at
the center
ii. Under the geocentric model, the Sun, Moon, stars and
planets all orbited Earth

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2. Nicolaus Copernicus

 One of the Renaissance men, particularly in the field of science,

is Nicolaus Copernicus.
 Knowledge about the nature of the universe had been
essentially unchanged since the great days of Ancient Greece,
some 1,500 years before Copernicus came to the scene.
 His ideas were an example of what is presently called as a
thought experiment.
 Copernicus was strongly influenced by a book entitled Epitome
published in 1496 by a German author, Johannes Mueller. This
book contains Mueller’s observation of the heaven and some
commentary on earlier works especially that of Ptolemy.
 Copernicus’s idea and model of the universe was essentially
complete in 1510. Not long after that, he circulated a summary
of his ideas to his few close friends in a manuscript called
Commentariolus (Little Commentary).
 Copernicus was a busy man. His duty as a canon and as a
doctor affected his time to formally publish his work and
advance his career in astronomy.
 This caused the paradigm shift of how the earth and sun were
placed in the heavens/universe. It is the idea that rejected
Ptolemaic model (earth is the center of the solar system) and
proved the heliocentric model (sun is the center of the solar
system having the earth revolving around it.
 Heliocentrism or Heliocentric Model
i. The center of the solar system is not the Earth but the
Sun.

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 ii. Started the birth of modern astronomy, scientific
revolution, and transformation of society’s thoughts and
beliefs.

2. Charles Darwin

 Charles Darwin is famous for his theory of evolutions.

 He changed our concept of the world’s creation and its
evolution. Johnson described Darwin as a genius who came
from a line of intellectually gifted and wealthy family. He
developed his interest in natural history during his time as a
student at Shrewsbury School. He would also spend time taking
long walks to observe his surroundings while collecting
specimens and he pored over the books in his father’s library.
 Darwin published his book The Origin of Species in 1589. this
book is one of the most important works in scientific literature
 His book The Descent of Man was so impressive yet very
controversial.
 This has brought a great impact on how people approach
biology forever. This revolution provided a different belief that
the” theory of Creation”.
 The Darwinian revolution started when Charles Darwin
published his book “The Origin of Species” that emphasizes that
humans are the result of an evolution.
 Theory of Evolution
i. Populations pass through a process of natural selection
in which only the fittest would survive.

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 ii. Organisms have the ability to adapt to their environment
and would gradually change into something that would be
more competitive to survive – evolution.

3. Sigmund Freud

 Freud is famous figure in the field of philosophy. Rosenfels also

described him as a towering literary figure and very talented
communicator who did his share to raise the consciousness of the
civilized world in psychological matters. Freud also made a
significant contribution in the scientific world through the
development of an important observational method to gather
reliable data to study human’s inner life. Thus, method is popularly
known as the method of psychoanalysis.
 For Freud, this method of psychoanalysis is a scientific way to study
the human mind and neurotic illness.

 This theory has started to revolutionize Psychiatry with Sigmund

Freud. This includes “The Freudian Theory of Personality” that
involved the human development contributes o his/her personality
and also his “psychoanalysis” that is the process for achieving
proper functioning if a human does not complete his/her
developmental stage.
 Freud’s Theory
o Emphasized the influence of the unconscious mind on
behavior.
o Freud believed that the human mind was composed of three
conflicting elements: the Id, the Ego, and the Superego.

CRADLES OF EARLY SCIENCE

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  Development of Science in Mesopotamia
 Development of Science in Asia
 Development of Science in Middle East
 Development of Science in Africa

Information
This has been the era in which technology has been prevalent. It is
also known as the Computer Age that has brought so much change on how
we live today.

MESO-AMERICAN
This includes the entire area of Central America from Southern Mexico
up to the border of South America.
It has contributed a lot of ideas and
discoveries for Archaeology. The temples and
pyramids left a lot about Architecture that leads
us to study more of it. They incorporated their
advanced understanding of astronomy into their
temples and other religious structures.

ASIAN
Asia is the biggest continent in the world. It is considered as the home
of many ancient civilization.The host of many cultural, economic, scientific,
and political activities of all age.The revolution itself taught asian countries
bout freedom and independent nationhood along the improvement brought by
it internally.

 India is known for manufacturing of iron and in metallurgical works.

 In the field ofmedicine,Ayurveda - a system of traditional medicine that
originated in ancient India before 2500 BC.
 SiddhantaShiromani- the interest in astronomy was evident in this book.
 Indus Valley Civilization - The people in this civilization tried to standardize
measurement of length to a high degree of accuracy and a designed ruler.

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  China introduced acupuncture and traditional medicine,in terms of
technology, Chinese are known to develop many tools e.g. compass,
papermaking, gunpowder and printing tools.
 In the field of astronomy, Chinese also made significant records on
supernovas, lunar, solar eclipse and comets.

MIDDLE EAST
Is dominantly occupied by Muslims. In the 7th and 8th century the
Islams spread which is the period of Muslim scholarship or what is called "the
Golden Age of Islam" that lasted until 13th century. Their common language is
Arabic which has access Greek texts from the Byzantine Empire and being
near to India that is contributory to the intellectualization of the Muslims
provided their scholars knowledge to create innovations and develop new
ideas.
Muslims scientists placed greater value on science experiments rather
than plain-through experiment. This lead to the scientific method in the Muslim
world.
A Muslim scientist named 'Ibn al-Haytham' is also regarded as the
father of Optics, especially for his empirical proof of the intromission theory of
light.
In Mathematics, mathematician Muhammad Ibn Musa al-Khwarizmi
gave his name to the concept of the algorithm while the term algebra is
derived from al-jabr.
Muslim chemist and alchemists also played an important role in
foundation of modern chemistry.

The revolutions in the Middle East were a product of the development

and growth of individual nationalism, imperialism, for the efforts to westernize
and modernize Middle Eastern societies, and to push the declining power of
the Ottoman Empire in the Arab region.

AFRICAN

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 Africa is rich in natural and mimeral resources. Science also emerged
in Africa long before Europeans colonized it.
The ancient Egyptian civilization contributed immensely and made
significant advances in the field of astronomy, mathematics and medicine.
Egypt was known to be a center of alchemy, which is known as the
medieval forerunner of chemistry.

 Astronomy was also famous in the African region.

 Metallurgy was also known in the African regions during ancient times
 Mathematics also known to be prominent in the life of early people in
the African continent.

ASSESSMENT
Activity 1
Think about these questions: Discuss each briefly but concisely and send all
your answers through my email ad.
1. How can Darwin.s revolutionary theory influence the following fields in
modern times:
 Economy
 Political Science
 Religion
2. If Freud is still alive, what do you think are the major changes he would
make to his theory?
3. How do intellectual revolutions transform societies?
4. Considering the current state of our society, do you think science literacy
among people has contributed to the growth of our economy?
5. How can science influence government policies/

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19
ACTIVITY 11

1. Form a small group.

2. Review the history of science and make a timeline highlighting the
major discoveries and developments in science.

REFERENCES
 All About Science. (2018). Darwin's Theory of Evolution. Retrieved on
September 20, 2020 fromhttps://www.darwins-theory-of-evolution.com/
 Mendoza, J. (2019). Intellectual Revolutions That Define Society: Middle East
& Africa. Retrieved on September 20, 2020 from
https://prezi.com/p/zpalx8s4fyhu/intellectual-revolutions-that-define-society-
middle-east-african/
 PHL CHED Connect. (2020). Intellectual revolutions That Defined Society.
Retrieved on September 20, 2020 from
https://phlconnect.ched.gov.ph/content/view/intellectual-revolutions-that-
defined-society
 Ravago, R. (2019). Intellectual Revolutions That Defined Society. Retrieved
on September 20, 2020 from
https://www.slideshare.net/rey_john_rey/intellectual-revolutions-that-defined-
society
 Serafica,J and Pawilen,G et al. Science, Technology and Society (First
Eition). Rex Publishing Compay,2018

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 LESSON 3
SCIENCE, TECHNOLOGY AND NATION- BUILDING

The importance of science and technology in a given society cannot be

under-estimated. It is a well-known fact that no nation can develop without
advancing in the areas of science and technology.
It is true that advancements in science and technology has negatively
affected humanity. For example, the role atomic weapons played during the
second World War and the consequent wars in Africa, the Middle East,
among others, was devastating. From this angle, religious-centered societies
and people have viewed science and technology as enemies of humanity and
tools of immorality. This lesson will discuss the influence of science and
technology in the development of the Philippine and society. This will also
include discussions on Philippine indigenous science and technology.

Learning Objectives
At the end of the lesson, the students should be able to;
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 nation building
3. identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation

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ROLE OF SCIENCE AND TECHNOLOGY IN NATION- BUILDING
The role that science and technology has played in improving the life
conditions across the globe is vivid, but the benefit must be harvested
maximum by all countries. Science and technology have made life a lot easier
and also a lot better with the advancement of medicines and analysis on
diseases.

“If I have seen further than others, it is by standing on

the shoulders of giants “Sir Isaac Newton

The early inhabitants of the archipelago had their own culture and traditions.
– Own belief system and indigenous knowledge
– Keeps them organized and sustained their lives and communities for
many years.

PRE-SPANISH PHILIPPINES
– Embedded in the way of life
SCIENCE
– Planting crops that provide them food
– Taking care of animals
– Food production
– Interpret the movements of heavenly bodies to predict seasons and climates
– Medicinal uses of plants
TECHNOLOGY
– Building houses
– Irrigations
– Developing tools
– Musical instruments
Metal Age influence
 Gold and silver jewelry

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  Trading with other countries
– Indigenous or Folk Science

SPANISH RULE
–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

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.

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  From 1565 to 1815, the galleon trade contributed to the change of
culture, language and environment for both Philippines and Mexico
 The country became one of the centers of global trade in SEA.
 Superstitious beliefs and Catholic doctrines and practices halted the
growth of science in the country.

AMERICAN RULE

 More influence in development of science and technology

 Public education system
 Improved engineering works and health of the people
 Mineral resources were explored and exploited
 “Americanize” the Filipinos
o Reorganized the learning of science
o In basic education, science education focuses on nature
studied, sciences, and sanitation
o Health and sanitation
 Filipinos learned the value of cleanliness, proper hygiene,
and healthy practices
 Hospitals, clinics, and health centers were established
including public hospitals for lepers
o Infrastructures
 Americans built roads, streets, and bridges
 The new infrastructure helped make the movement of
products and services more efficient
 The country had a difficulty to rebuild itself from the ruins of the war

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  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

NEW RULE
 Focusing on using its limited resources in improving science and
technological capability
 Use of Overseas Allocation to improve scientific productivity and
technological capability
 Human resource development

INFLUENCES IN THE DEVELOPMENT OF ST IN THE PHILIPPINES

QUESTION TO PONDER ON: HOW DOES SCHOOL SCIENCE SHAPE

SCIENCE AND TECHNOLOGY IN OUR COUNTRY?

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GOVERNMENT POLICIES ON SCIENCE AND TECHNOLOGY
 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
the meeting the ASEAN 2016 goals.
 Introduces 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 world driven
by science.

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 The NCRP clustered these policies into four:
 Social Sciences, Humanities, Education, International Policies and
Governance
1. Integrating ASEAN awareness in basic education without adding
to the curriculum
2. Emphasizing teaching in the mother tongue
3. Developing school infrastructure and providing for ICT
broadband
4. Local food security
 Physics, Engineering, Industrial Research, Earth and Space Sciences,
and Mathematics
1. Emphasizing degrees, licenses, and employment opportunities
2. Review of RA 9184
3. Harnessing science and technology as an independent mover of
development
 Medical, chemical and Pharmaceutical Sciences
1. Ensuring compliance of drug-manufacturing firms with ASEAN-
harmonized standards by full implementation of the FDA
2. Creating an education council dedicated to standardization of
pharmaceutical services and care
3. Empowering food and drug agencies to conduct evidence-based
research as pool of information
4. Allocating 2% of the GDP to research
5. Legislating a law supporting human genome projects
 Biological Sciences, Agriculture, and Forestry
1. Protecting and conserving biodiversity by full implementation of
existing laws
2. Use of biosafety and standard model by ASEAN countries
3. Promoting indigenous knowledge systems and indigenous
people’s conservation
4. Formulation of common food and safety standards

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ASSESSMENT
ACTIVITY 1
1. Identify several (at least six) Filipino scientists.
2. Research on their contributions in the field of science.
3. Examine what made them pursue a career in science.
4. Present the result of your work in class.

ACTIVITY 11 Discuss briefly but concisely.

What can you say about the state of science and technology during the
Spanish and American period?

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REFERENCES

 Chapter 3 Science, Technology, and Nation-building. (n.d.). Retrieved

on September 20, 2020 from
https://www.coursehero.com/file/44187776/STS-CHAPTER-3pdf/
 Pelumi, O. (2017). Science, technology In Nation Building. Retrieved
on Sepetember 20, 2020 from https://tribuneonlineng.com/science-
technology-nation-building/
 Serafica,J and Pawilen,G et al. Science, Technology and Society (First
Edition). Rex Publishing Compay,2018
 Sotejo, A. (n.d.). Science, Technology, And Nation-building. Retrived
on Spetmeber 20, 2020 from
https://www.scribd.com/presentation/398745260/Science-Technology-
And-Nation-building
 STI College. (2019). Science and Technology and Nation Building.
Retrieved on September 20, 2020 from
https://phlconnect.ched.gov.ph/admin/uploads/da4902cb0bc38210839
714ebdcf0efc3/03-Instructors-Guide-1_2.pdf

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 LESSON 4
SCIENCE EDUCATION IN THE PHILIPPINES

Science is useful because of its links to technology and industry, which,

from a national perspective, are areas of high priority for development.
Science provides ways of making sense of the world systematically. It
develops students’ scientific inquiry skills, values and attitudes, such as
objectivity, curiosity, and honesty and habits of mind including critical thinking.
All these are useful to the individual student for his own personal
development, future career, and life in general. These skills, values, attitudes,
and dispositions are likewise useful to the community that an individual
student belongs to, and are further useful to the country that he lives in.
In the Philippines and around the world, people are talking about a
science and technology-based world and a knowledge-based economy. The
current direction of curriculum development in many countries is towards
scientific literacy, where the science education needs of all students are
differentiated from those who have an interest in scientific careers.

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This lesson wil discuss the concept of science education and will identify
some strategies to promote arscience education in the country.

Learning Objectives
At the end of this lesson, the students should be able:
 discuss the concept of science education, its history and development
 identify great Filipino scientists and their contributions
 identify science schools established in the Philippines

THE CONCEPT OF SCIENCE EDUCATION

 Sccience education focuses on teaching, learning , and understandin

science. Teaching science involves developing ways on how
effectively teach science. This means exploring pedagogical theories
and models in helping teachers teach scientifc concepts and processes
effectively. Learning science, on the other hand includes both
pedagogy and the most interesting aspect, which is helpig students
understand and ove science..
 Science educaion is justifed by the vast amount of scientifc nowledge
developed n this area that prepares citizens in a scientiically ad
technologically driven world. Developing a scence culture is therefore
an immense responsibkty for schools.

EARLY EFFORTS TO IMPROVE SCIENCE EDUCATION

 As early as decade of the 1950s, scientists were concerned with the
state of science education in the schools. Leading scientist made PH
authorities aware that the teaching of science from grade school level
to college level in both public and private was very inadequate
 Philippine Association or the Advance of Science
o Annual conference which focuses on the training of science
teachers and teaching of science
o It is also called the importance of the growth of sciences
consciousness in the general population and the need to
remedy the storage for scientist in the country.

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 o 1957: The PH government made the teaching of sciences
compulsory in all elementary and secondary schools
 National Committee for Science Education
o Set up in 1958 to formulate objectives for teaching of science
education at all levels and to recommend steps that would
upgrade the teaching of science
o The committee identified the following areas to which
improvement efforts were needed.
a. Integration of science with classroom instruction
b. Acquisition of more science equipment and tools
c. Coordination of efforts with other agencies
d. Negotiation for a science talent search and fellowship
e. Higher salaries of science and mathematics

ESTABLISHING THE SCIENCE EDUCATION CENTER

 Dr. Carlos P. Romulo: submitted to the Ford Foundation a request
grant for operational and staffing costs of the Science Teaching Center,
for one foreign advisor for a 2-year science consultant, for fellowship
for advance training of teachers and supervisors for books and other
educational materials
 Summer Institutes
o Teacher’s education was of a great concern to the teacher
a. The teacher’s competence in the content and process of
science and in the subject matter the teacher will teach
b. Competence as a teacher
o The following are the activities were included in the summer
institute to achieve the mentioned competences
a. Discussion of the objectives of the materials
b. Discussion and practice in writing instructional objectives
c. Study, discuss, and demonstrate lessons of the process
of science

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 d. Study and discuss the basic concepts included in the
material. This section includes updating and increasing
the teacher’s background knowledge concepts
e. Performing selected laboratory exercises from the new
materials
f. Constructing simple teaching aids needed in teaching the
materials
g. Teaching sample classes followed b critique and
discussion of the lessons taught
h. Pre and post testing of the teacher’s participants. The test
includes ‘process’ and ‘content’ items

OTHER NATIONAL ACTIVITIES

 Philippine Association of Science Teachers (PAST)
o Held a conference in 196o, it was a review of the status of
science teaching in the Philippines suggestions and
recommendations for improving various aspects of science
education were made.
o The second biennial conventions focused on improving the
teaching of the science through developing the skills of inquiry
and creative thinking.
 The Science Education Project (SEP)
o A major project that would have the following objectives:
1. Improvement of pre-service, in-service education of
science/mathematics teachers,
2. Local development of science textbooks and equipment,
3. Evaluation of locally produced materials,
4. Research on teaching-learning process.
o Master of Arts in Teaching (MAT)
1. it was part of the national project of SEP.

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 2. MAT scholarship was granted to institutions rather to
individuals.
3. Its objectives was to develop within each institution a
corps of science educators committed to the
improvement of science teacher training programs at the
undergraduate, graduate and in-service.
o SEP effort to improve science education in the county:
1. Dissemination of improved curricula, teaching techniques
and approaches in science and mathematics on the basic
levels of education through the introduction of new
curriculum and application of new teaching technique and
approaches by the returned MAT trainees and teachers
that the teach.
2. Quality science and math education programs in the
recipient-sponsor institutions through new and improved
course offerings and a generally improved teacher
education program.
 The five Regional Science Teaching Center (RCTC's):
o Notre Dame University in Marbel, Cotabato —established earlier
with the assistance of a Ford Foundation grant.
o Ateneo de Davao College
o Silliman University
o St. Louis University
o Aquinas University

SCIENCE EDUCATION THROUGH THE DECADES

 1940s
o After World War II, the emergency curriculum made possible the
accommodation of 120 pupils in an elementary level.
o Secondary level general curriculum replaced the type A & B
curricula. Home economics, national language and vocational
courses became required course for all years except for

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 geometry, advanced algebra and physics which became
optional courses.
o No science offered in grade 1 to 4 of elementary level 30
minutes allotted for science and arithmetic in intermediate levels
(grade 5 & 6) One teacher handled of 60 pupils in the morning &
another teacher in the afternoon for 6o pupils (in the same
room)
 1946 — General secondary curriculum was enforced in all third- and
fourth-year classes of public schools. Physics, chemistry and advanced
algebra were optional.
 1948-1949 — the educational Act of 1948 seeking restore grade 7
drafted but it remained unacted
 1949-1950
o Community school movement started in Iloilo and Bohol.
o Classroom instruction emphasized functional and social values
of the subject matter and activities dealt with understanding and
appreciation of simple facts and methods, activities in the form
of observation, experimentation, critical thinking, planning and
participating in the experiments. - Secondary level was
emphasized in such activities as health, sanitation, community
and home beautification.
 1950s
o Primary school curriculum made possible regular daily offerings
of fundamental handwork in grades 2, 3, 4.
o Emphasis was given to the economics side of life, to
improvements community living, acquisition of essential skills. -
Good attention from administrators and supervisors.
o Bulletin No. 27 s. 1953
a. Issued by the Bureau of Public Schools to assist teachers
do science activities with their pupils.
b. Strengthen curriculum development efforts, - laboratories
establish instead of one center General Office - Branches
centers was establish in the Philippine Normal School

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 and 8 public normal schools (Iloilo, Cebu, Albay,Ilocos
Norte, Pangasinan, Bukidnon, Zamboanga and Leyte.
o Bulletin N0. 15 s. 1954
a. Construction of Science laboratory apparatus in
Vocational shops.
b. Biology and Physics
 1960s
o Emphasis in the objectives of instructional procedures and
evaluation.
o Educational objectives, cognitive, affective and psychomotor
was given prominence in teacher education course and summer
institute.
o Chemistry was newly introduced subject in the public high
schools and teachers needed the training because many of
those teaching this subject had no specialization in it.
o During this decade some agencies assisted in the training of
science teacher. The first part of four-year in-service training
program in the use of Filipino as medium of instruction grade 1
for non-Tagalog provinces and grade 3 for Tagalog provinces/
Launched in 22 regional in-service education centers.
o Summer institute also focused on certain issues related to the
improvement of science and math education:
a. Relevance of course to the day functions of teachers
b. Teachers should let the students do science instead of
teaching about science
c. Students should provide with instructional materials that
illustrate current accepted concepts about science
teaching
d. Behavioral objectives:
 Instructional procedures - emphasized students
experience which contributed to the attainment of
the stated goals.

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  Evaluation - used to reinforce the students'
learning experiences. Test critical thinking skills,
analysis, application and other cognitive skills.
 1967
o NEDA assisted a program which prepared/revised/refined syllabi
for teaching English, Pilipino, Mathematics, Science and
Economics.

HISTORY OF SCIENCE EDUCAION IN THE PHILIPPINES

o 1901: a systematic public-school system was organized and introduced

by United States.
o 1904: Science was first introduced by the Americans under the subject
matter, Nature Study, but abolished a year after to give more time to
language arts.
o 1935: Science was again introduced with focus on Nature and Health.
o 1950s: the importance of Science to development was only recognized
by leading scientists.
o 1957: Science became a part of the curriculum from Grade 1-6.
o 1960s:
- Science textbooks were printed and distributed by United States
Operations Missio National EconomMouncil (USOM-NEC)
Project.
- The first-generation textbooks were developed by the UP
Science Teaching Center. Educators from US, UK, Germany
and Australia were consulted in this project.
o 1960s
- Vocational educational system and technical education, system
has been firmly established.
- Robotics use in research is a trend that first appeared in 1960s
on seminars and trainings.

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 - Student exchange programs with Ateneo de Manila University
started on 1960 to present.

The following is a list of some great Filipino scientists and their contributions.
 Clare R. Baltazar is the author of the book Philippine Insects. Her
works on insects were very useful for research on insect control. Her
other scientific contributions include discovering 8 species and 1
subgenus of the insect Hymnoptera. She also discovered 108 new
species of Philippine parasitic wasps.
 Filomena Campos is known for her work on cotton in the Philippines.
Her studies helped develop a technology for cotton production. This
technology was developed within a short period—3 years. She is also
involved in research on sunflowers as a possible source of edible oil
and livestock feed (feed for cows, goats, etc.).
 Luz Oliveros-Belardo is a chemist and researcher. She studied
essential oils that can be collected from Philippine plants. These
essential oils have many uses. They may be used as flavoring,
fragrance materials, medicine and energy sources. She loved her work
so much that she spent 50 years of her life studying these essential
oils. She was able to collect 33 new Philippine essential oils and
studied their physical and chemical properties.
 Eduardo A. Quisumbing is known for his studies in botany. He was
one of the first researchers to study Philippine medicinal plants and
orchids. He wrote the book Medicinal Plants of the Philippines, which is
considered one of the first books on this area. He has also written 129
scientific articles.
 Bienvenido O. Juliano studied the characteristics of grains and
proteins and how these affect the quality of rice. He showed that the
amount of a substance called amylose determines the quality of rice
grains in Asia. The less of this substance that rice has, the less sticky it
will be. 20
 Melecio S. Magno is a physicist. He conducted studies on the
absorption and fluorescence spectroscopy of rare earth crystals, the

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 effects of typhoons on atmospheric ozone, sky luminosity, atmospheric
radiation and gravitation.
 Emil Q. Javier is known for his very practical solutions to agricultural
problems. Because he knows that many farmers have very limited
resources, he thought of practical methods of improving crop
production using cheap materials.
 Alfredo C. Santos did research on the chemistry of natural products
and the medicinal properties of Philippine plants. His work on herbs
showed the properties of substances in local plants. His concern for
poor Filipinos who cannot afford expensive drugs spurred him to
conduct studies on local materials needed for the development of
drugs.
 Gregorio T. Velasquez is known for his work in phycology. Phycology
is the study of algae. He devoted 30 years of his life to studying an alga
called Myxophyceae. He was able to produce 47 basic and 77 valuable
scientific papers on the subject. Dr. Velasquez was also a good
educator. He taught and developed generations of good Filipino
biologists, some of whom became members of the National Academy
of Science and Technology.
 Gregorio Y. Zara is noted for his contributions in engineering. His
inventions are a source of pride for us Filipinos. His inventions include
the video phone, an alcohol-fueled airplane, a solar energy absorber,
an aircraft propeller that is made up entirely of wood, a wooden
microscope and a semi-automatic propeller-making machine.

SCIENCE HIGH SCHOOLS IN THE PHILIPPINES

The Manila Science High School (MaSci) was established in 1963. It was the
first science high school in the country. It was patterned after the Bronx
Science High School of New York. 1963 was when the first batch that entered
the pilot scie
nce high school graduated. It started in 1959 with 36 students.

39
In 1964, the Philippine Science High School (PSHS) was established. It was
under the Department of Science and Technology (DOST). The premier
science high school in the country, it is considered among the top science
high schools in ASEAN. Aside from its main campus in Diliman, Quezon City,
it has 12 other regional campuses in the Philippines.

Aside from the PSHS and the MaSci, other science high schools were
established to further spread the education of those inclined in the sciences.
The Department of Education (DepEd) through the Local Government Units
(LGUs) fund and administer these science high schools. These are
categorized accordingly:

1. Regional
2. Provincial
3. City

ASSESSMENT

ACTIVITY 1

Directions: Give your reflections on the questions below.

1. Considering the context of the COVID-19 pandemic that requires remote

teaching activities, a high degree of abstraction and the use of visualizations
can effectively contribute to the student's learning process, how does the
student deal with the relationship of macro, micro and symbolic
representations, in online learning?

2. As a student or learner what do you think are the vital roles of science
educators on post-covid crisis?

4. How do you relate your local industry to science teaching?

5. What are the roles of education in the promotion of local industry and
entrepreneurship?

40
ACTIVITY II GROUP WORK.

Directions: Each group is required to conduct a survey on their perceptions

of their science class. The group may interview ( or send a questionnaire thru
social media) to other students outside their class. The results will be used to
assess the different perceptions and relate these to the possible problems
encountered in teaching science classes.

studies that reveal perceptions related to the problems of

teaching in science classes.

41
REFERENCES

 Pagador, S. (2017). Science Education in Philippine Society. Retrieved

on Septmeber 20, 2020 from
https://www.slideshare.net/iPagador/science-education-in-the-
philippines
 Research Gate. (2020). Science Education - Science Topics. Retrieved
on September 20, 2020 from
https://www.researchgate.net/topic/Science-Education
 Serafica,J and Pawilen,G et al. Science, Technology and Society (First
Eition). Rex Publishing Compay,2018
 The Mail Man. (2017). List of Science High Schools in the Philippines.
Retrieved on September 20, 2020 from
http://www.techblade.ph/2017/05/list-of-science-high-schools-in.html
 Vera Cruz A.C., Madden P.E., Asante C.K. (2018) Toward Cross-
Cultural Curriculum Development: An Analysis of Science Education in
the Philippines, Ghana, and the United States. In: Roofe C., Bezzina C.
(eds) Intercultural Studies of Curriculum. Intercultural Studies in
Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-
319-60897-6_3

42
 LESSON 5

INDIGENOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

This lesson focuses on indigenous science and technology in the

Philippines. Filipinos, especially during the early times, tried to invent tools
that will help them in everyday life. They also developed alternative ideas in
explaining various phenomenon and in explaining the world around them.
This system of knowledge is called indigenous knowledge, which is the
foundation old indigenous science.

LESSON OBJECTIVES

At the end of this lesson, the students can:

43
  discuss concepts of indigenous science
 discuss the contribution of indigenous science in the development of
science and technology in the Philippines

INDIGENOUS SCIENCE AND TECHNOLOGY

Indigenous Science (IS) refers to the science knowledge of all peoples who,

as participants in culture, are affected by the worldview and interests of their
home communities and homelands. ... Cultural diversity suggests that
Western Science and Indigenous Science should be viewed as co-existing
or parallel.

Native Science is a study of the whole; Indigenous technologies emerge

from the implicate order to reflect the art of skillful living – and these bodies of
knowledge employ the precision and rigour associated with western science.

INDIGENOUS SCIENCE (IS) in this book refers to the science knowledge of

all peoples who, as participants in culture, are affected by the worldview and
interests of their home communities and homelands.

INDIGENOUS KNOWLEDGE SYSTEM

Indigenous knowledge system relating to the sustainable management and

utilization of biological resources in the environment is not yet thoroughly
explored in accordance with the holistic understanding of the indigenous
structures and institutions of the culture, traditions, beliefs and practices of the
tribe. Some discussions on indigenous knowledge tend to limit the concept to
the knowledge of plants, herbs and animals with indigenous medicinal uses.
This is practically inappropriate because the knowledge of the indigenous
peoples is based on a holistic and integrated framework. Placing a particular
limitation on the subject may be destructive not only in relation to the

44
protection and preservation of the environment but also to the preservation
and survival of the indigenous people’s cultures and traditions.

THE CONCEPT OF INDIGENOUS SCIENCE

Indigenous science is composed of traditional knowledge that uses
science process skills and guided by community values and culture.

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 ad 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 a “Mother Earth”. It is the origin of their identity as
people.
 Al living and nonliving things are interconnected and interdependent
with each other.
 Human beings are stewards or trustee of the land and other natural
resources. They have a responsibility to preserve it.
 Nature is a friend to human beings-it needs respect and proper care.
3. Indigenous science is composed of traditional knowledge practiced and
valued by people and communities.

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ASSESSMENT

Activity 1 Share your ideas about the following:

46
1. Do you think indigenous science should be considered science?
2. Why do some people believe in indigenous science?
3. What are the distinctions between traditional/indigenous knowledge
and indigenous technology
4. What is the significance of knowledge in the development of the 21st
century civilization?
5. How does green revolution promote indigenous knowledge system?
6. What do you think about considering three basic forms of knowledge:
rational knowledge, emotional knowledge and spiritual knowledge?
7. How can Indigenous knowledge system (IKS) be utilized appropriately
in the present context?

47
48
REFERENCES

 Province of Benguet. (2018). Benguet. Retrieved on September 20,

2020 from https://benguet.gov.ph/v3/
 Research Gate. (2020). Indigenous Knowledge Systems - Science
Topics. Retrieved on September 20, 2020 from
https://www.researchgate.net/topic/Indigenous-Knowledge-Systems
 Serafica, Janice Patricia J., et al. Science, Technology, and Society.
Manila: REX Book Store, 2018.

CHAPTER SUMMARY

Like most interdisciplinary programs, STS emerged from the

confluence of a variety of disciplines and disciplinary subfields, all of which
had developed an interest—typically, during the 1960s or 1970s—in viewing
science and technology as socially embedded enterprises. The key
disciplinary components of STS took shape independently, beginning in the
1960s, and developed in isolation from each other well into the 1980s, 
Science provided different ancient civilizations the means to survive and
understand the natural and physical world. It also enabled human beings to
develop various technologies that helped them in their everyday tasks.
Scientific revolution is a golden age in the history of science. It marked
the birth of science as a discipline and as a field of inquiry and gave birth to
the development of the scientific method. It was a time in the history of
science where many scientific ideas and discoveries, which were considered
innovative and useful, were developed. Some of these ideas were also
controversial in the scientific community and in the political arena. The
scientific revolution significantly changed how people study science and do
scientific activities. It inspired human creativity and critical thinking, moving
away from thought experiments to data-driven and experiment-based ideas.
Scientific Revolution is always interwoven with the society. There is no
individual that can exactly identify when and where science began. It was the
period of enlightenment when the development in the fields of mathematics,
physics, astronomy, biology and chemistry transformed the views of society

49
about nature. Science Revolution transformed the natural world and the world
of ideas.
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. Science programs and projects
were organized and developed to nurture innovation in science in the country,
and to encourage individuals to pursue careers and research in science and
technology.
Science and technology in the Philippines describe scientific and
technological progress made by the Philippines and analyses related policy
issues. The development of scientific ideas draws inspiration from the
physical and natural world, and the society is always a recipient of the positive
benefits of science and technology.
The communities in the Philippines have maintained vast amounts of
indigenous knowledge, cultural practices, traditions and beliefs, considered
indigenous science, which is one of the foundations of modern science.

50