CHAPTER II Science Education In Philippines PDF

MODULE SCIENCE TECHNOLOGY SOCIETY CHAPTER II : SCIENCE EDUCATION IN THE PHILIPPINES LESSON OBJECTIVES At the end of this lesson, the students should be able to: - Discuss the concept of science education, and - Identify science schools established to promote science educ...

MODULE SCIENCE TECHNOLOGY SOCIETY CHAPTER II : SCIENCE EDUCATION IN THE PHILIPPINES LESSON OBJECTIVES At the end of this lesson, the students should be able to: - Discuss the concept of science education, and - Identify science schools established to promote science education in the Philippines. - Classify the contribution of indigenous science in the development of science and technology in the Philippines 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, on the other hand, 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 furnish its physical stimuli to provide wealth of meaning through social activities and thinking. It is not surprising therefore that science education is important. In fact, Marx (1994) opines that science is going to be one of the most important school subjects in the future. Science education is justified by the vast amount of scientific knowledge developed in this area that prepares citizens in a scientifically and fechnologically 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). Developing a science culture is therefore an immense responsibility for schools. PAGE 1  MODULE SCIENCE TECHNOLOGY SOCIETY Science Education in Basic and Tertiary Education In basic education, science education helps students learn important concepts and facts that are related to everyday life (Carale & Campo, 2003; Meador, 2005; Worth & Grollman, 2003) 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 attitude such as: the 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 future. This is an investment for the country to develop a scientifically cultured and literate citizenry. In tertiary education, science education deals with developing students' understanding and appreciation of science ideas and scientific works. This is done through offering basic science courses in the General Education curriculum. Science education in the tertiary level 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 provides scholarships to encourage more students to pursue science courses. Science Schools in the Philippines One outstanding program for science education supported by the goverment is the establishment of science schools in various parts of the country. There are also several government programs implemented by the Department of Education and few private schools for science education, Philippine Science High School System (PSHSS) This is a government program for gifted students in the Philippines. It is a service institute of the Department of Science and Technology (DOST) whose mandate is to offer free scholarship basis for secondary course with special emphasis on subjects pertaining to the sciences, with the end-view of preparing its students for a science career (Republic Act No. 3661). The school maintains a dormitory for all its students. Since its inception, the PSHSS continues to pursue its vision to develop Filipino science scholars with scientific minds and passion for excellence. PSHSS students have proven to be a beacon of excellence, courage, and hope for the country. They have brought honor to the Philippines through their exemplary achievements in various international competitions and research circles. When the students graduate from the school, they are expected to pursue degrees in science and technology at various colleges and universities locally or abroad. PAGE 2  MODULE SCIENCE TECHNOLOGY SOCIETY Special Science Elementary Schools (SSES) Project The Special Science Elementary Schools (SSES) Project is in pursuance to DepEd Order No. 73 s. 2008, and DepEd Order No. 51 s. 2010. This project started in June 2007 with 57 identified elementary schools that participated or were identified as science elementary schools in the country. Since its inception, the number have grown to more than 60 schools nationwide and this is now its sixth year of implementation The SSES Project aims to develop Filipino children equipped with scientific and technological knowledge, skills, and values. Its mission is to: - 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; and - foster the holistic development of the learners. The subject Science and Health is taught in Grade 1 with a longer time compared to other subjects: 70 minutes for Grades I to III and 80 minutes for Grades IV to VI. The curriculum also utilizes different instructional approaches that address the learning styles and needs of the learners like the use of investigatory projects. Quezon City Regional Science High School The school was established on September 17, 1967. Originally, it was named Quezon City Science High School. It was turned into a regional science high school for the National Capital Region in 1999. The school was a product of a dream to establish a special science school for talented students in science and mathematics. The focus of the curriculum is on science and technology. The school still teaches the basic education courses prescribed by the Department of Education (DepEd) for secondary education. However, there are additional subjects in sciences and technology that students should take. The school envisions to serve as a venue in providing maximum opportunities for science-gifted students to develop spirit of inquiry and creativity. The school is well-supported by the local government unit and by the Parents and Teachers Association (PTA). The school is under the Department of Education. Manila Science High School The school was established on October 1, 1963 as the Manila Science High School (MSHS). It is the first science high school in the Philippines. The organization and curriculum of the school puts more emphasis on science and mathematics. MSHS aims to produce scientists with souls. In order to do this, humanities courses and other electives are included in their curriculum. Students are also encouraged to participate in PAGE 3  MODULE SCIENCE TECHNOLOGY SOCIETY various extracurricular activities. The school administers an entrance exam, the Manila Science High School Admission Test (MSAT), for students who wish to enroll. The MSAT has five parts: aptitude in science, aptitude test in mathematics, problem-solving test in science, problem-solving test in mathematics, and proficiency in English. The school prides itself from producing outstanding alumni and for winning various national competitions. Central Visayan Institute Foundation It is the home and pioneer of the prominent school-based innovation known as the Dynamic Learning Program (DLP). The DLP is a synthesis of classical and modern pedagogical theories adapted to foster the highest level of learning, creativity, and productivity. The school takes pride in its Research Center for Theoretical Physics (RCTP) established in 1992, which organizes small international workshops to foster the informal but intense exchange of ideas and perspectives on outstanding problems in physics and mathematics. 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 phenomena and in explaining the world around them. This system knowledge is called indigenous knowledge, which is the foundation of indigenous science. Indigenous Knowledge System Indigenous knowledge is embedded 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 examples of indigenous knowledge that are taught and practiced by the indigenous people are: PAGE 4  MODULE SCIENCE TECHNOLOGY SOCIETY - predicting weather conditions and seasons using knowledge in observing animals' behavior 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 imigation 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 Indigenous science is part of the indigenous knowledge system practiced by different groups of people and early civilizations (Gnbbin, 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 it 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 peoples 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 as identified by Johnston (2000), namely: (1) motivating attitudes; (2) cooperating attitudes; (3) practical attitudes; and (4) 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. PAGE 5  MODULE SCIENCE TECHNOLOGY SOCIETY 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 community values and culture. INDIGENOUS SCIENCE uses guided by composed of SCIENCE PROCESS SKILLS COMMUNITY CULTURE TRADITIONAL KNOWLEDGE AND VALUES Figure 6. 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 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 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 civilizations, indigenous science gave birth to the development of science and technology as a field and as a discipline. Indigenous PAGE 6  MODULE SCIENCE TECHNOLOGY SOCIETY 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. SUMMARY SUMMARY 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. This lesson focused on discussing the concept of science education and introduced science education in the Philippines from basic education to tertiary education. To promote science education, science schools were established to develop gifted students in science and mathematics, such as the Philippine Science High School System (PSHSS), Manila Science High School, Quezon City Regional Science High School, and the Special Science Elementary Schools Project 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. This lesson discussed the concept of indigenous knowledge and its influence to the development of indigenous science. The communities in the Philippines have maintained vast amounts of indigenous knowledge, cultural practices, traditions, and beliefs. These include beliefs and practices ranging from different areas such as health, environment, peace and order, agriculture, food production, astronomy, music, and literature.The indigenous knowledge system of the people served as the foundation for the development of indigenous science. Even before the time of the Spanish colonization in the Philippines, various people and communities already practiced science. They invented tools and built structures, studied the medicinal uses of plants, observed heavenly bodies to predict seasons and weather, and used indigenous science in agriculture. These are considered indigenous science, which is one of the foundations of modern science. PAGE 7  MODULE SCIENCE TECHNOLOGY SOCIETY REFERENCES Carale, LR, & Campo, P.C. (2003). Concept Development in Filipino Children. The Circulatory System. Quezon City: University of the Philippines, National Institute of Science and Mathematics Education** Central Visayas Institute of Technology. (2013). "Science Curriculum for K-12. Accessed January 26, 2017. http://cvif awardspace. com/Department of Education. Department of Education. (2002). "Primer on 2002 Elementary Education Curriculum. Department of Education. (2002). “The 2002 Basic Education Curriculum Department of Education Order 57 s. 2011. “Policy Guidelines in the Implementation of the Special Science Elementary Schools (SSES) Project." Knight, D. (1986). The Age of Science: The Scientific World-view in the Nineteenth Century. Oxford: Basil Blackwell Inc. Lind, K.A. (1997). "Science in the Developmentally Appropriate Integrated Curriculum." In C.H. Hart, D.C. Burts, and R. Charlesworth, (Eds.), Integrated Curriculum and Developmentally Appropriate Practice: Birth to Age Eight. (pp. 75-101). New York: State University of New York Press. Marx, G. (1994). "Shortcut to the Future." In B. Jennison and J. Ogbom, (Eds.), Wonder and Delight: Essays in Science Education in Honor of the Life and Work of Eric Rogers 1902–1990. (pp. 5-18). London: Institute of Physics Publishing. PAGE 8  MODULE SCIENCE TECHNOLOGY SOCIETY Manila Science High School. Accessed January 26, 2017. http:// manilascience.edu.ph/. Meador, K.S. (2005). "Thinking Creatively About Sience: Suggestions for Primary Teachers." In S. Johnson and J. Kendrick, (Eds.), Science education for Gifted Students (pp. 13-22). Texas: Prufrock Press, Inc. Quezon City Regional Science High School. Accessed January 26, 2017. http://quesci.com/ Tilghman, S.T. (2005). Strange Bedfellows: Science, Politics, and Religion. A George Romanes Lecture presented at Oxford University. Worth, K. & Grollman, S. (2003). Worms, Shadows, and Whirlpools:Science in the Early Childhood Classroom. Newton, MA: Educational Development Center Publication Cajete, G. (2004). "A Multi-contextual Model for Developing Culturally Responsive Indigenous Science Curricula." Paper presented at the Science and Mathematics in Pacific Rim Nations Conference. University of Hawaii – Manoa. October 14-17, 2004. Gribbin, J. (2003). Science: A History. London, UK: Penguin Books. Iaccarino, M. (2003). Science and Culture. EMBO Reports, 4, 220-223. Johnston, J. (2000). “Making Sense of the National Criteria." In Science 3-6: Laying the Foundations in the Early Years. (pp. 7-14). Baldock, UK: Association for Science Education. Kuhn, T. S. (1962). The Structure of Scientific Revolution (3rd. Ed.) Chicago: University of Chicago Press. Mkapa, B. (2004). "Indigenous Knowledge - A Local Pathway to Global Development." In Indigenous Knowledge Local Pathways to Global Development: Making Five Years of the World Bank Indigenous Knowledge Development Program. (pp. 1-3). Washington, D.C.: The World Bank. Ogawa, M. (1995). "Science Education in a Multiscience Perspective." In Science Education, 79, 583-593. Pawilen, G.T. & Sumida, M. (2005). "Using Indigenous Knowledge as a Foundation for Developing a Science-Based Curriculum for Community Kindergarten Schools in Northem Philippines. Published in the International Journal of Early Childhood Education 11. 2. 31-50. PAGE 9  MODULE SCIENCE TECHNOLOGY SOCIETY Sibisi, S. (2004). "Indigenous Knowledge and Science and Technology: Conflict, Contradiction or Concurrence?" In Indigenous Knowledge Local Pathways to Global Development: Making Five Years of the World Bank Indigenous Knowledge Development Program. (pp. 34-38), Washington, D.C.: The World Bank PAGE 10