STS Science Technology and Society PDF

1 UNIT I-Historical Antecedents of Science and Technology Module 1 SCIENCE AND TECHNOLOGY IN THE WORLD By: Prof. Josephine B. Jamero OBJECTIVES 1. Analyze how scientific revolution is done in various...

1 UNIT I-Historical Antecedents of Science and Technology Module 1 SCIENCE AND TECHNOLOGY IN THE WORLD By: Prof. Josephine B. Jamero OBJECTIVES 1. Analyze how scientific revolution is done in various parts of the world like Latin America, East Asia, Middle East and Africa 2. Describe the development of Science and Society during ancient times. 3. Describe the Development of Science and Technology that occurred in Greece, Persia and Rome. 4. Describe the development of Science and Technology that occurred in Arabia, China and India INTRODUCTION This module will give light to the development of science and scientific ideas in the heart of society. CONTENT Double click the PowerPoint presentation. INTRODUCTION TO SCIENCE AND TECHNOLOGY AND SOCIETY  2 A cradle of civilization is a location where civilization is understood to have emerged. Current thinking is that there was no single "cradle", but several civilizations that developed independently, with the Fertile Crescent (Ancient Egypt, Mesopotamia), Ancient India, and Ancient China understood to be the earliest. The extent to which there was significant influence between the early civilizations of the Near East and those of East Asia (Far East) is disputed. Scholars accept that the civilizations of Mesoamerica, mainly in modern Mexico, and from Pacific Ocean coast in South America, emerged independently from those in Eurasia. Scholars have defined civilization using various criteria such as the use of writing, cities, a class-based society, agriculture, animal husbandry, public buildings, metallurgy, and monumental architecture. The term cradle of civilization has frequently been applied to a variety of cultures and areas, in particular the Ancient Near Eastern Chalcolithic (Ubaid period) and Fertile Crescent, Ancient India and Ancient China. It has also been applied to ancient Anatolia, the Levant and Iranian plateau, and used to refer to culture predecessors—such as Ancient Greece as the predecessor of Western civilization Mesopotamia Major Sumerian cities during the Ubaid period Around 10,200 BC the first fully developed Neolithic cultures belonging to the phases Pre-Pottery Neolithic A (PPNA) and Pre-Pottery Neolithic B (7600 to 6000 BC) appeared in the Fertile Crescent and from there spread eastwards and westwards. One of the most notable PPNA settlements is Jericho in the Levant region, thought to be the world's first town (settled around 9600 BC and fortified around 6800 BC). In Mesopotamia, the convergence of the Tigris and Euphrates rivers produced rich fertile soil and a supply of water for irrigation. The civilizations that emerged around these rivers are among the earliest known non-nomadic agrarian societies. It is because of this that the Fertile Crescent region, and Mesopotamia in particular, are often referred to as the cradle of civilization. The period known as the Ubaid period (c. 6500 to 3800 BC) is the earliest known period on the alluvial plain, although it is likely earlier periods exist obscured under the alluvium. It was during the Ubaid period that the movement towards urbanization began. Agriculture and animal husbandry were widely practiced in sedentary communities, particularly in Northern Mesopotamia, and intensive irrigated hydraulic agriculture began to be practiced in the south. Around 6000 BC, Neolithic settlements  3 appear all over Egypt. Studies based on morphological, genetic, and archaeological data. Have attributed these settlements to migrants from the Fertile Crescent in the Near East returning during the Egyptian and North African Neolithic Revolution and bringing agriculture to the region. Ancient Egypt Map of ancient Egypt, showing major cities and sites of the Dynastic period (c. 3150 BC to 30 BC) The developed Neolithic cultures belonging to the phases Pre-Pottery Neolithic A (10,200 BC) and Pre-Pottery Neolithic B (7600 to 6000 BC) appeared in the fertile crescent and from there spread eastwards and westwards. Contemporaneously, a grain- grinding culture using the earliest type of sickle blades had replaced the culture of hunters, fishers, and gathering people using stone tools along the Nile. Geological evidence and computer climate modeling studies also suggest that natural climate changes around 8000 BC began to desiccate the extensive pastoral lands of northern Africa, eventually forming the Sahara. Continued desiccation forced the early ancestors of the Egyptians to settle around the Nile more permanently and to adopt a more sedentary lifestyle. The oldest fully developed Neolithic culture in Egypt is Fayum A culture which began around 5500 B.C. By about 5500 BC, small tribes living in the Nile valley had developed into a series of inter-related cultures as far south as Sudan, demonstrating firm control of agriculture and animal husbandry, and identifiable by their pottery and personal items, such as combs, bracelets, and beads. The largest of these early cultures in upper Southern Egypt was the Badari, which probably originated in the Western Desert; it was known for its high quality ceramics, stone tools, and use of copper. The oldest known domesticated bovine in Africa are from Fayum dating to around 4400 BC. The Badari cultures was followed by the Naqada culture, which brought a number of technological improvements. As early as the first Naqada Period, Amratia, Egyptians imported obsidian from Ethiopia, used to shape blades and other objects from flakes. By 3300 BC, just before the first Egyptian dynasty, Egypt  4 was divided into two kingdoms, known as Upper Egypt to the south, and Lower Egypt to the north. Egyptian civilization begins during the second phase of the Naqda culture, known as the Gerzeh period, around 3500 BC and coalesces with the unification of Upper and Lower Egypt around 3150 BC. Farming produced the vast majority of food; with increased food supplies, the populace adopted a much more sedentary lifestyle, and the larger settlements grew to cities of about 5,000 residents. It was in this time that the city dwellers started using mud brick to build their cities, and the use of the arch and recessed walls for decorative effect became popular. Copper instead of stone was increasingly used to make tools and weaponry. Symbols on Gerzean pottery also resemble nascent Egyptian hieroglyphs. Early evidence also exists of contact with the Near East, particularly Canaan and the Byblos coast, during this time. Concurrent with these cultural advances, a process of unification of the societies and towns of the upper Nile River, or Upper Egypt, occurred. At the same time the societies of the Nile Delta, or Lower Egypt, also underwent a unification process. During his reign in Upper Egypt, King Narmer defeated his enemies on the Delta and merged both the Kingdom of Upper and Lower Egypt under his single rule. The Early Dynastic Period of Egypt immediately followed the unification of Upper and Lower Egypt. It is generally taken to include the First and Second Dynasties, lasting from the Naqada III archaeological period until about the beginning of the Old Kingdom, c. 2686 BC. With the First Dynasty, the capital moved from Thinis to Memphis with a unified Egypt ruled by a god-king. The hallmarks of ancient Egyptian civilization, such as art, architecture and many aspects of religion, took shape during the Early Dynastic period. The strong institution of kingship developed by the pharaohs served to legitimize state control over the land, labour, and resources that were essential to the survival and growth of ancient Egyptian civilization. Ancient India The Indus Valley Civilization at its greatest extent. One of the earliest Neolithic sites in the Indian subcontinent is Bhirrana along the ancient Ghaggar-Hakra (Saraswati) riverine system in the present day state of Haryana in India, dating to around 7600 BC. Other early sites include Lahuradewa in the middle  5 Ganges region and Jhusi near the confluence of Ganges and Yamuna rivers, both dating to around 7000 BC. The aceramic Neolithicat Mehrgarh lasts from 7000 to 5500 BC, with the ceramic Neolithic at Mehrgarh lasting up to 3300 BC; blending into the Early Bronze Age. Mehrgarh is one of the earliest sites with evidence of farming and herding in the Indian subcontinent. It is likely that the culture centered around Mehrgarh migrated into the Indus Valley and became the Indus Valley Civilisation. The earliest fortified town in the region is found at Rehman Dheri, dated 4000 BC in Khyber Pakhtunkhwa close to River Zhob Valley. Other fortified towns found to date are at Amri (3600–3300 BC), Kot Diji in Sindh, and at Kalibangan (3000 BC) at the Hakra River. The Indus Valley Civilisation starts around 3300 BC with what is referred to as the Early Harappan Phase (3300 to 2600 BC). The earliest examples of the Indus Script date to this period, as well as the emergence of citadels representing centralised authority and an increasingly urban quality of life. Trade networks linked this culture with related regional cultures and distant sources of raw materials, including lapis lazuli and other materials for bead-making. By this time, villagers had domesticated numerous crops, including peas, sesame seeds, dates, and cotton, as well as animals, including the water buffalo. Ancient China Traditional Xia sites (black) and Erlitou sites (red) near the Yellow River (Huang He) Drawing on archaeology, geology and anthropology, modern scholars do not see the origins of the Chinese civilization or history as a linear story but rather the history of the Interactions of different and distinct cultures and ethnic groups that influenced each other's development. The specific cultural regions that developed Chinese civilization were the Yellow River civilization, the Yangtze civilization, and and Liao civilization. Early evidence for Chinese millet agriculture is dated to around 7000 BC, with the earliest evidence of cultivated rice found at Chengtoushan near the Yangtze River, dated to 6500 BC. Chengtoushan may also be the site of the first walled city in China. By the beginning of the Neolithic Revolution, the Yellow River valley began to establish itself as a center of the Peiligang culture which flourished from 7000 to 5000 BC, with evidence of agriculture, constructed buildings, pottery, and burial of the dead. With agriculture came increased population, the ability to store and redistribute crops, and the potential to support specialist craftsmen and administrators. Its most prominent site is Jiahu. Some scholars have suggested that the Jiahu symbols (6600 BC) are the earliest form of proto-writing in China. However, it is likely that they should not be understood as writing itself, but as features of a lengthy period of sign- use which led eventually to a fully-fledged system of writing. Archaeologists believe that the Peiligang culture was egalitarian, with little political organization.  6 Mesoamerica The Coxcatlan caves in the Valley of Tehuacán provide evidence for agriculture in components dated between 5000 and 3400 BC. Similarly, sites such as Sipacate in Guatemala provide maize pollen samples dating to 3500 BC. It is estimated that fully domesticated maize developed in Mesoamerica around 2700 BC. Mesoamericans during this period likely divided their time between small hunting encampments and large temporary villages. Around 1900 BC, the Mokaya domesticated one of the dozen species of cacao. A Mokaya archaeological site provides evidence of cacao beverages dating to this time. The Mokaya are also thought to have been among the first cultures in Mesoamerica to develop a hierarchical society. What would become the Olmec civilization had its roots in early farming cultures of Tabasco, which began around 5100 to 4600 BC. The emergence of the Olmec civilization has traditionally been dated to around 1600 to 1500 BC. Olmec features first emerged in the city of San Lorenzo Tenochtitlán, fully coalescing around 1400 BC. The rise of civilization was assisted by the local ecology of well-watered alluvial soil, as well as by the transportation network provided by the Coatzacoalcos River basin. This environment encouraged a densely concentrated population, which in turn triggered the rise of an elite class and an associated demand for the production of the symbolic and sophisticated luxury artifacts that define Olmec culture. Many of these luxury artifacts were made from materials such as jade, obsidian, and magnetite, which came from distant locations and suggest that early Olmec elites had access to an extensive trading network in Mesoamerica. The aspect of Olmec culture perhaps most familiar today is their artwork, particularly the Olmec colossal heads. San Lorenzo was situated in the midst of a large agricultural area. San Lorenzo seems to have been largely a ceremonial site, a town without city walls, centered in the midst of a widespread medium-to-large agricultural population. The ceremonial center and attendant buildings could have housed 5,500 while the entire area, including hinterlands, could have reached 13,000. It is thought that while San Lorenzo controlled much or all of the Coatzacoalcos basin, areas to the east (such as the area where La Venta would rise to prominence) and north-northwest (such as the Tuxtla Mountains) were home to independent polities. San Lorenzo was all but abandoned around 900 BC at about the  7 same time that La Venta rose to prominence. A wholesale destruction of many San Lorenzo monuments also occurred circa 950 BC, which may indicate an internal uprising or, less likely, an invasion. The latest thinking, however, is that environmental changes may have been responsible for this shift in Olmec centers, with certain important rivers changing course. Self-Assessment Questions (SAQ) A. Fill in the blanks with the correct answer. 1. Called the "cradle of civilization" because it is where people first abandoned their nomadic way of life to build permanent homes. Birthplace of writing, astronomy, a written legal code, places of worship, and inventions like the wheel. Name means "land between 2 rivers". Originally south= Sumer, north=Akkad but unifies under Babylonians. Modern day Iraq. ________________________________________________________________ 2. Root of civilization ________________________________________________________________ 3. Builder of the cities/first flood + Ark, king of Uruk, first and best of heroes. ________________________________________________________________ 4. Written language of Mesopotamia developed by the Sumerians. Means "wedge shaped" because wedge shaped stylus pressed into slab of soft clay to write. Other materials included stone and chisel, metal and chisel, and paint on glazed terracotta. Developed from pictograms and spread to Persia and Egypt - only international script for centuries. ________________________________________________________________ 5. God who gave Gilgamesh his power. ________________________________________________________________ B. Matching Type: Match the statements on the upper part with the statements below.. Write the letter of your answer on the blank before each number. ____ 1. Four (4) ethno cultural groups of Mesopotamia ____ 2. Environmental mistake of Sumerians ____ 3. Timeline of people ____ 4. Human emotion indicated by Sumerian art ____ 5. Importance of river valleys A. Did not find a balance between cultivation to support population, and protection of the environment. Civilization ultimately destroyed their land. B. Steady source of water, fertile land, transportation (communication, trade)  8 C. Sumerians, Semitic people (Akkadians, Amorites), Indo-Europeans (Luvians, Hittites), Hurrians D. Sumerians, Akkadians, Babylonians, Assyrians E. Surprise - Wide eyes --> in the presence of god C. Multiple Choice. Choose the letter of the correct answer that matches the given statement. Write the letter of your choice on the space provided for. _____ 1. Semitic chieftain Sargon conquers Sumerians and establishes capital at Akkad - uniting lower Mesopotamia. a. Ziggurats c. Fertile Crescent b. Akkadians d. Assyrians _____ 2. One of most famous Ziggurats; destroyed and built several times with final restoration by Nebuchadnezzar. Once completed, called one of the great wonders of the ancient world. a. Garden of Eden c. Fertile Crescent b. Tower of Babel d. Epic of Gilgamesh _____ 3. Cross between checkers and dominoes a. Garden of Eden c. Temple at Eridu b. Game of Ur d. Timeline of people _____ 4. Oldest religion for which written records exist. Polytheistic religion compromising of about 3600 gods and demigods. Story of creation= by people for people - gods planned and created main components of universe then delegated these components to 4 gods to rule. (God of heaven, air god, water god, earth goddess) a. Akkadians c. Ziggurats b. Assyrians d. Beliefs _____ 5. Uruk, Sumer, Akkad, Babylon, Assyrian empire, Ancient Iran, Achaemenid Persia a. Sumerian society c. Sumerian empire and Kings b. Uruk d. Timeline of places/empires  9 Answer to Self-Assessment Questions (ASAQ) A. B. C. 1. Descent of Man 1. 1. true 2. 4 cradles of early science 2. 2. false 3. Mesoamerican civilizations 3. 3. true 4. 3revolutions that defined society 4. 4. true 5. Asian civilization 5. 5. true ASSIGNMENT: 1. Choose one remarkable development from Arabs, Chinese and Hindu science and technology and make a flyer or poster interpreting their contributions. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Watch the short film below then write down your reflections after having watched the film. My Reflections: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ Contributed by: PROF. JOSEPHINE B. JAMERO Assistant Professor II, URS Angono  10 Module 2 SCIENCE AND TECHNOLOGY IN THE PHILIPPINES By: Prof. Josephine B. Jamero OBJECTIVES 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. INTRODUCTION This module will discuss the concept of science education and will identify some strategies to promote science education in the country. CONTENT Science and technology in the Philippines describes scientific and techno- logical progress made by the Philippines and analyses related policy issues. The main agency responsible for managing science and technology (S&T) is the Department of Science and Technology (DOST). There are also sectoral councils for Forestry, Agri- culture and Aquaculture, the Metal Industry, Nuclear Research, Food and Nutrition, Health, Meteorology, Volcanology and Seismology. The Department of Science and Technology (DOST) in the Philippines is a government agency tasked with overseeing and managing national technology development and acquisition, undertaking technological and scientific research and promoting public consciousness of science and technology.  11 The major contributions of science and technology to Philippine nation- building are linked to its socio-economic progress and its industrialization. Today, the current state of our country is very low in its capacity to produce local goods for domestic needs as well as in international scientific research publications. Jun 28, 2018 By: Anna Maria Gracia T. Incog-Estardo, RN, LPT, MAEd Click to watch the videos below. (a) (b) (c) (d)  12 Brief Historical Background of Science and Technology in the Philippines Videos to watch about Philippines Then and Now 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." Shipbuilding showed geometric thinking and mastery of convexity, concavity, and the proper proportion between ship breadth and length to ensure sailing efficiency. The practice of constructing as much as twelve ships and boats to fit inside each other, not unlike matryoshka dolls containing each other, can be interpreted as large three- dimensional wooden demonstration of sets, subsets, volumes, and ordinality." (Source: Science and technology in the Philippines - https://en.wikipedia.org) (Source: File:Banaue Rice Terrace Close Up (2).JPG - https://en.wikipedia.org)  13 "The Banaue Rice Terraces are among the sophisticated products of engineering by pre-Spanish era Filipinos. The early inhabitants of the had their own culture and traditions. They had their own belief system and indigenous knowledge  Kept them organized and sustained their lives and communities for many years. 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." The Laguna Copperplate Inscription (key) is inscribed with small writing hammered into its surface. It shows heavy Indian cultural influence (by way of Srivijaya) present in the Philippines prior to European colonization in the 16th century. PRE-SPANISH PHILIPPINES  14 "The Laguna Copperplate Inscription shows the use of mathematics in precolonial Philippine societies. 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 of the moon. The Laguna Copperplate Inscription (Filipino: Inskripsyon sa Binatbat na Tanso ng Laguna, Malay: Prasasti keping tembaga Laguna; often shortened into the acronym LCI), a legal document inscribed on a copper plate in 900 CE, is the earliest known calendar-dated document found in the Philippines. The date of the inscription would make it contemporary to the Balitung kingdom of Central Java, although it did not necessarily originate from that area. The plate was found in 1989 by a laborer near the mouth of the Lumbang River in Wawa, Lumban, Laguna in the Philippines. The inscription, written in a mix of the Old Malay language using the Old Kawi script, was first deciphered by Dutch anthropologist and Hanunó'o script expert Antoon Postma in 1992. The LCI documents the existence of several early Philippine polities as early as AD 900, most notably the Pasig River delta polity of Tondo. Scholars believe that it also indicates trade, cultural, and possibly political ties between these polities and at least one contemporaneous Asian civilization—the Medang Kingdom of the island of Java. The inscription was written in Kawi script—a writing system developed in Java— using a mixture of languages including Sanskrit, Old Javanese, and Old Malay. This was a rare trace of Javanese influence, which suggests the extent of inter insular exchanges of that time. SCIENCE Planting crops that provide them food Pre-colonial farming tools  Planting crops that provide them food  Taking care of animals to help in their daily tasks  Food production  Interpret the movements of heavenly bodies to predict seasons and climates and organizing months and years  Medicinal uses of plants  15 TECHNOLOGY Building houses Irrigation systems Developing tools Musical instruments METAL AGE INFLUENCE Sophisticated designs of gold and silver jewelry, ceramics and metal tools. Trading with other countries like China, Indonesia and Japan. All these practices in S & T are known as Indigenous or Folk Science  16 Spanish 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." Spanish Rule  Spaniards brought their own culture and practices  Established schools and introduced the concepts of subjects and disciplines  17  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 in everyday life. Life during the Spanish era  Life became modernized, adapting some western technology and ways of life.  Filipinos replicated technology brought by the Spaniards using indigenous materials.  Medicine and advanced science were introduced in formal colleges and universities 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.  From 1565 to 1815, the galleon trade contributed to the change of culture, language and environment for both Philippines and Mexico.  The Galleon Trade was a government monopoly. Only two galleons were used: One sailed from Acapulco to Manila with some 500,000 pesos worth of goods, spending 120 days at sea; the other sailed from Manila to Acapulco with some 250,000 pesos worth of goods spending 90 days at sea.  The country became one of the centers of global trade in SEA and was considered one of the most developed places in the region.  18  Superstitious beliefs and Catholic doctrines and practices halted the growth of science in the country. AMERICAN PERIOD The Americans have more influence in the Development of S&T compared to the Spaniards. They established the public education system, improved engineering works and health conditions of the people. They established a modern research university, the University of the Philippines and also created more public hospitals. The mineral resources were explored and exploited, transportation and communication systems were improved, though not accessible throughout the country. The Americans did everything to “Americanize” the Filipinos. They reorganized the learning of Science and introduced it in public and private schools. In basic education, science education focused on nature studies and science and sanitation. The teaching of science in higher education has greatly improved and modernized.  19 WORLD WAR II 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 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. Establishment of the New Republic New Republic  The new nation started focusing on using its limited resources in improving S&T capability.  Use of Overseas Development Allocation to improve scientific productivity and technological capability.  Human resource development focused on producing more engineers, scientists, technology experts, doctors, and other professionals. INFLUENCES IN THE DEVELOPMENT OF S & T IN THE PHILIPPINES Science and technology may have significant impact on the lives of the people and in the development of Philippine society. However, improving the quality of  20 External Influences Internal Influences Development  Foreign Colonizers  Survival of S & T in the  Traders with Foreign  Culture Philippines Countries  Economic Activities  International Economic Demands science education still remains as a big challenge in the country. School science from basic education to graduate education is improving slowly, and there are only a few students enrolling in science and technology courses. GOVERNMENT POLICIES ON SCIENCE AND TECHNOLOGY  Introduced 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 to live in a world driven by science.  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 meeting the ASEAN 2015 goals. The NRCP clustered these policies into four: 1. Social Sciences, Humanities, Education, International Policies and Governance  Integrating ASEAN awareness in basic education without adding to the curriculum  Emphasizing teaching in the mother tongue  Developing school infrastructure and providing for ICT broadband  Local food security  21 2. Physics, Engineering, and Industrial Research, Earth and Space Sciences, and Mathematics  Emphasizing degrees, licenses, and employment opportunities  Outright grants for peer monitoring  Review of RA 9184  Harnessing science and technology as an independent mover of development 3. Medical, Chemical and Pharmaceutical Sciences  Ensuring compliance of drug-manufacturing firms with ASEAN-harmonized standards by full implementation of the FDA  Creating an education council dedicated to standardization of pharmaceutical services and care  Empowering food and drug agencies to conduct evidence-based research as pool of information  Allocating 2% of the GDP to research  Legislating a law supporting human genome projects 4. Biological Sciences, Agriculture, and Forestry  Protecting and conserving biodiversity by full implementation of existing laws  Use of biosafety and standard model by ASEAN countries  Promoting indigenous knowledge systems and indigenous people’s conservation  Formulation of common food and safety standards DOST  22 Activity 1: Venn diagram Procedure: Compare and contrast the different periods Pre – colonial, Spanish colonial and American periods. Show your answer by means of a Venn diagram. 2. Name at least seven (7) existing programs of the DOST. 1__________________________________________________________________ ___________________________________________________________________ 2__________________________________________________________________ __________________________________________________________________ 3__________________________________________________________________ ___________________________________________________________________ 4__________________________________________________________________ ___________________________________________________________________ 5__________________________________________________________________ ___________________________________________________________________ 6__________________________________________________________________  23 ___________________________________________________________________ 7___________________________________________________________________ ___________________________________________________________________ Assignment: 1. Watch the movie, “The Flintstones” and answer the following questions: a. What particular period is depicted in the movie? Justify your answer. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________. b. Name some of the tools and their functions that were introduced in the movie. 1__________________________________________________________________ 2__________________________________________________________________ 3__________________________________________________________________ 4__________________________________________________________________ 5__________________________________________________________________ c. Name some of the values that you learned from the movie. 1.__________________________________________________________________ 2.__________________________________________________________________ 3.__________________________________________________________________ 4.__________________________________________________________________ 5.__________________________________________________________________ 2. Name at least ten (10) famous Filipino scientists and their contributions to Science and Technology. Make your answers brief. Example: : Edgardo Gomez – famous scientist in marine science 1.___________________________________________________________________ ___________________________________________________________________  24 2.___________________________________________________________________ ___________________________________________________________________. 3.___________________________________________________________________ ___________________________________________________________________ 4.___________________________________________________________________ ___________________________________________________________________. 5.__________________________________________________________________ ___________________________________________________________________ 6.___________________________________________________________________ ___________________________________________________________________. 7.__________________________________________________________________ ___________________________________________________________________ 8.__________________________________________________________________ __________________________________________________________________. 9.__________________________________________________________________ ___________________________________________________________________ 10._________________________________________________________________ ___________________________________________________________________.. Contributed by: PROF. JOSEPHINE B. JAMERO Assistant Professor II, URS Angono  25 Module 3 INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY By: Prof. Josephine B. Jamero (Source: https://www.google.com/search?q=science+and+technology+in+the+philippine..) OBJECTIVES 1. Discuss how the ideas postulated by Copernicus, Darwin, and Freud contributed to the spark of scientific revolution. 2. Describe the development of Science and Technology during the scientific revolution 3. Explain and recognize the significance of the technology invented during the scientific revolution. 4. Recognize and appreciate the works of the different proponents 5. Articulate ways by which society is transformed by science and technology. INTRODUCTION This lesson will give light to the development of science and scientific ideas in the heart of the society. For the introduction to the topic, watch the video given below.  26 CONTENTS Below are well-known personalities who made significant contributions to science. Nicolaus Copernicus was a Polish astronomer known as the Father of Modern astronomy. He was the first modern European scientist to propose that the earth and other planets revolve around the sun or known as heliocentric theory. This caused the paradigm shift of how the earth and sun were placed in the heavens or universe. It is the idea that rejected Ptolemaic model which states that the earth is the center of the solar system. The heliocentric model proved that the sun is the center of the universe and that the planets revolve around it. This has brought a great impact on how people approach Biology forever. This revolution provided a different theory than the theory of creation. The Darwinian revolution started when Charles Darwin published his book, “The Origin of Species” that emphasizes that humans are a result of evolution. Freud is a famous figure in psychology. He also made a significant contribution to the scientific world through the development of an important observational method to gather reliable data to study human’s inner life. This method is popularly known as psychoanalysis. The scientific hypothesis he formulated formed the essential fundamental version of this method. For Freud, this method of psychoanalysis is a scientific way to study the human mind and neurotic illness. It is no doubt that amidst all questions on his works that led to some sort of academic controversy, his method of psychoanalysis had great impact on the scientific way of understanding human nature.  27 ACTIVITY 1 Self-Assessment Questions (SAQ) A. TRUE OR FALSE. On the blank, write TRUE if the statement is correct; FALSE if otherwise. _________1. Nicholaus Copernicus (1473-1543) is an astronomer who proposed that planets revolve around the sun. _________ 2. Dadaism liberates the sub consciousness from the bonds of consciousness. _________ 3. Literature, Visual Arts and Music are the three aspects on the effects of Freudian revolution. _________ 4. Freud’s method is unorthodox. _________ 5. Darwin joined a five-year voyage through the HMS Beagle ship on the Island of Galapagos. B. MATCHING TYPE Match the items found in Column A with that of Column B. Write letter on the blank provided before each number. _______1. Darwinian Revolution A. Evolution by means of natural selection _______ 2. Sigmund Freud (1856 - 1939) B. Austrian neurologist who founded psychoanalysis _______ 3. Copernican Revolution C. Developed an observational method to study human's inner life; focuses on human sexuality and evil nature of man _______ 4. Freudian Revolution D. English natural scientist who formulated a theory of evolution by natural selection (1809-1882) _______ 5. Charles Darwin E. Heliocentric model with the Sun at the center of the Solar System.. ACTIVITY 2 Expound your answers on the different questions. 1. Discuss the contribution of Copernicus in the philosophy of science. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________  28 2. Discuss how Darwin’s evolutionary theory influenced the following fields: economy, agriculture, political science and religion. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Describe Freud’s ideas as a scientist. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ RUBRICS for Activity 2: 4 3 2 1 FEATURES EXPERT ACCOMPLISHED CAPABLE BEGINNER The student The student Ideas presented Ideas were 1. Clarity of expressed somewhat were not clear vague and ideas himself very expressed his ideas enough incorrect. clearly. clearly Additional and Just enough Gives some Gives no new 2. Included relevant additional new information information and additional information was information was but poorly poorly information. given based on given organized organized research Answers were Answers were Answers had no 3.Conciseness Answers were somewhat direct to not direct to the relevance to the of answers direct to the point the point point. question given.  29 Answer to Self-Assessment Questions (ASAQ) A. B. 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. ASSIGNMENT: 1. Create a timeline highlighting the major discoveries and developments in science. 2. Give a short description of each of the scientists below and describe their contributions to science and technology. a. William Gilbert h. Alexandre Koyre b. Tycho Brahe i. John Locke c. Johannes Kepler j. Robert Boyle d. Sir Francis Bacon k. Evangelista Torricelli e. Galileo Galilei l. Isaac Newton f. Rene Descartes. g. Antoine Van Leeuwenhoek Contributed by: PROF. JOSEPHINE B. JAMERO Assistant Professor II, URS Angono  30 Unit II – Science and Technology and Nation Building Module 4 THE PHILIPPINE GOVERNMENT SCIENCE AND TECHNOLOGY AGENDA By: Prof. Rosanna A. Garcia (Source: https://www.google.com/search?q=philippine+science+and+technology+agenda...) OBJECTIVES 1. Identify the priority programs, projects and policies of the Philippine government when it comes to Science and Technology. 2. Discuss how these programs, projects and policies will contribute to national development. INTRODUCTION Philippines is one of the developing countries that is continuously addressing the persistent problems of inequality and poverty. How the Philippines respond to these challenges will determine whether a country will experience rapid, inclusive, and sustained growth and development. As early as the 1980s, the Philippine government has prioritize the initiatives on promoting the role of science and technology in the national development. The 1987 Philippine Constitution acknowledges the significant role of science and technology for national development and progress. Consequently, development can be unfavorable by becoming the potential contributor of dehumanization of man and to the degradation of the environment. Being aware of the opposing influences of science and technology in the development of a country, effective plans, policies and programs should be formulated as a major effort in promoting harmony among these opposing aspects to balance the effects to the state.  31 These efforts will boost advancements while maintaining conservational and socio- cultural cohesion in the Philippines. It is the goal of this module for you to identify the efforts of the government to transform our country into becoming a developed country by considering and aiming to answer the following questions. Reflective Questions: 1. How do the Filipinos envision the country in the next 25 years? 2. How relevant are the pillars of development to the aim of the development plan of the government? 3. What are the priority areas included in the science and technology agenda 2017-2022? LEARNING ACTIVITIES ACTIVITY 1 The National Development Agenda a. Input: The Philippine Development Plan (PDP) serves as the blueprint of programs and administration’s plans for progress. NEDA launched the PDP 2017-2022 which is a part of the four medium-term plans anchored on the Ambisyon Natin 2040. Link to NEDA search Vision –Ambisyon Natin 2040 (2040.neda.gov.ph) b. Answer the following questions: 1. What are the major goals of PDP 2017- 2020? 2. What are the plans in Ambisyon Natin 2040 to meet the goals for a. Vision for self b. Vision for the country Scoring Rubrics for Activity 1: Topics/Question Enumerated Enumerated Enumerated used Total highest only with short own words to explain attainable explanation or give example points 1. PDP 2017- 10 pts 20 pts 25 pts 25 pts 2020 2. a. self 10 pts 15 pts 30 pts 30 pts b. country 15 pts 30 pts 45 pts 45 pts 100 pts ACTIVITY 2: PILLARS OF DEVELOPMENT a. Input: Layco (2018) shared the three main pillars from which the PDP 2017-2020 is founded:  32 1. Malasakit: 2. Kaunlaran 3. Pagbabago b. Using the link 2040.neda.gov.ph, explain how the pillars discussed by the three presenters affect the country’s socio economic progress. a. Malasakit by Senator Loren Legarda b. Pagbabago by Guillermo M Luz c. Patuloy sa Pagunlad d. Presentation of Vice President Ma Leonor G Robredo on Ambisyon Natin 2040 Scoring Rubrics for Activity 2 Topics Copied from Copied with Copied used own Total highest the short words to explain or attainable presentation explanation give example points Each presentation 10 15 25 25 Total 100 pts Activity 3: The HNRDA FRAMEWORK a. Input: The Department of Science and Technology ensures that policies, efforts and plans include in the science and technology agend is linked to the national development plan. Thus, DOST prepared the Harmonized National R&D Agenda (HNRDA) 2017-2022 to ensure that results of science and technology endeavors are geared towards and utilized in areas of maximum economic and social benefit for the people. What are the priority areas included in the S&T agenda 2017-2022? b. Connect to: dost.gov.ph and take a look at the HNRDA framework. Be sure you have a copy of the framework for your reference. Self -Assessment Questions (SAQ) Identify the subject described by the following statements. 1. Target goal of the SAPAT Program 2. R&D Priority area of Climate change adaptation 3. Meaning of AANR 4. R&D Priority area of ATIN Program 5. Scope of ATIN Program  33 6. Meaning of NIBRA 7. Pillar where National Security and Sovereignty belongs 8-12. R&D Priority Areas and Programs in the HNRDA 13. Author of Ambisyon Natin 2040 14. Director of NEDA 15. Secretary of DOST Answer to Self-Assessment Questions (ASAQ) 1. Food security 2. Health 3. Agriculture, Aquatic and Natural Resources 4. NIBRA 5. Inclusive Nation-Building 6. National Integrated Basic Research Agenda 7. Pagbabago 8-12. NIBRA, Health, AANR, Industry Energy and Emerging Technology, DRR CCA 13. NEDA 14. Karl Kendrick Chua, Ernesto Pernia 15. Fortunato T De la Peña REFERENCES: Department of Science and Technology. Approved Harmonized National R&D Agenda.2017-2022 from http://www.dost.gov.ph/knowledge resources/downloads/files Nationa Economic Development Authority. Ambisyon Natin 2040. 2040.neda.gov.ph National Economic Development Authority. Vision 2040 The Filipino. Public Consultations: Discussions with the Filipino Youth. Research published by NEDA. www.neda.gov.ph Contributed by: PROF. ROSANNA A. GARCIA Assistant Professor I, URS Tanay  34 Module 5 MAJOR DEVELOPMENT PROGRAMS AND PERSONALITIES IN SCIENCE AND TECHNOLOGY IN THE PHILIPPINES By: Dr. Eva B. Maranan (Source: https://www.google.com/search?q=philippine+science+and+technology...) OBJECTIVES 1. Provide the learners knowledge on the significant contributions of young and brilliant Filipino scientists and experts whose exposure to foreign studies contributed to the field of science and technology. 2. Appreciate the scientific skills possessed by these scientists and apply these in every life. INTRODUCTION This module discusses the major development programs in science and technology as well as the prominent and famous personalities which contribute to the development of science and technology in the country. Further, the readings about their profile will hopefully inspire the students to strive hard especially in the field of science. Whatever information they will get from this module may be used to uplift oneself especially in raising their socioeconomic status. CONTENTS A. Major Development Programs in ST in the Philippines B. Prominent/major Personalities in ST in the Philippines Major Development Programs in Science and Technology in the Philippines According to Ariola (2018), there are several major development programs in terms of Science and Technology in the country which were instituted by USAID in partnership with the Department of Science and Technology (DOST). The US-Philippines Science  35 and Technology Agreement was signed by former US Secretary Hillary Clinton and Philippine Secretary of Foreign Affairs Albert del Rosario. These development programs are:  Storm Surge modeling, training, and study visits to National Oceanic and Atmospheric Administrations (NOAA) scientific centers.  Registered 1.3 million fisherfolk to give them access to Government of the Philippines (GPH) basic services and help in fisheries conservation.  Use of renewable energy and environment-friendly alternative energy to realize the guiding vision which is “Energy Access for More”.  Addressed increasing levels of emission due to rapid urbanization.  Assisted Batangas City in more effective and sustainable local planning.  Helped the Philippines to improve its ability to respond to natural disasters and adapt to the negative impacts of climate change by setting up EWS in flood and landslide prone communities.  Introduced mobile and web-based applications of technology.  Promoted digital literacy.  Helped create an electronic medical record system, which facilitated access to 300,000 patients and generated 700,000 patient consultations which improve delivery health services.  Initiated support for researching utilization of oxytocin in Uniject, a free-filled, exact dose of oxytocin that provides an efficient alternative to prevent post-partum hemorrhage.  Supported research in tuberculosis (TB) in children and the relationship of tobacco and TB to children. On the other hand, Bautista, et.al (2018) also presented major development programs in ST in the country. This is known as the DOST’s “8-point action agenda” which was initially launched by the agency in 2006 to promote and support science, technology, and innovation. These agenda include:  Science-based know-how and tools that enable the agriculture sector to raise productivity to world class standards.  Innovative, cost-effective and appropriate technologies that enable micro, small and medium enterprises (MSMEs) to develop and produce competitive products that meet the world-class standards.  36  State-of-the-art facilities and capabilities that enable local industries to move up the value chain and attain global competitiveness.  Idea of the Philippines as a global leader in Information Technology- Business Process Management Services generating direct employment of 1.3 million(520,000 of which in the countryside)  ICT-Based transformation of governance broadening access to government services (i.e. health and education) for those in the countryside (to bring the Philippines in the top 50 global ranking of e-government by 2016).  Improved quality healthcare and quality of life thru science, technology, and innovation.  Highly skilled and globally competitive S&T human resources in support of the national S&T programs.  Science-based weather information and climate change scenarios with associated mitigation strategies for a disaster and climate change resilient Philippines. Prominent and Major Personalities in Science and Technology in the Philippines Though the Philippines is still classified as a Third world country, we cannot deny there are Filipinos who excel in other areas like boxing as in the case of Senator Manny Paquiao and in the field of beauty contest where several Filipinas won as Miss Universe. In the field of Science there are also great ideas shown by young and brilliant scientists and experts. Their achievements are not limited to local setting only but they became famous in other countries as well. They have excelled in different fields of sciences such as astrophysics, geophysics, meteorology, archaeology, and anthropology as well as in biology. Regine Cabato of CNN Philippines Life documented 7 Filipino scientists who are changing the world as quoted by Ariola (2018). See Table 1 for the list. Table 1 List of Major Filipino Scientists in ST in the Philippines Filipino Scientists Profession 1. Reina Reyes Astrophysicist 2. Irene Crisologo Radar Meteorologist 3. Julius Sempio Geoinformatics and Remote Sensing Specialist 4.Andreia Carillo Astrophysicist 5.Kamela Ng Molecular Epidemiologist 6.Migs Canilao Anthropologist and Archaeologist 7.Sarah Jaye Oliva Geophysicist  37 In 2014, four Filipino scientists (Table 2 below) were recognized in the field of biology. Some of their contributions earn recognition not only in the Philippines but also abroad. Some serve as basis for policy formulation. In the field of biology, there are other prominent Filipino scientists (see Science, Technology and Society by Ariola, 2018, pp.42-44). Table 2 List of National Scientists (Bautista, et. al, 2018) National Scientists Significant Contributions Angel C. Alcala, PhD  Research on ecology and diversity of Philippine amphibians and reptiles, as well as marine biodiversity and conservation of marine-protected areas.  His research led to the national policy on marine no- take zones Ramon C. Barba, PhD  Achieved in the field of plant physiology, especially the induction of flowering of mango and micro propagation or the rapid multiplying of stock plant of important crop species. Edgardo D. Gomez, PhD  Research and conservation efforts in invertebrate biology and ecology.  Pivotal in the world’s first national –scale assessment of damage to coral reefs, resulting in international conservation initiatives such as Global Reefs and Risks Analysis, Global Coral Reef monitoring Network and the International Cora Reef Action. Gavino C. Trono Jr.,PhD  With outstanding contributions in the marine phycology, focusing on marine biodiversity.  Published extensive studies on the culture of seaweed species that benefited the livelihood of coastal populations.  First to report on the “ice-ice” disease that affected Many seaweed farms. See https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/ for the complete list of Filipino scientists.  38 ACTIVITY 1 A. Below is a sample template to accomplish Activity 1A. Insert pictures in the box of the 7 Filipino scientists. On the right, write their significant contributions to S&T. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Insert picture here ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Regina Reyes ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Insert picture here ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Irene Crisologo SCORE DESCRIPTION 2.0 Answers are more than sufficient and are very much relevant. 1.5 Answers are sufficient and relevant. 1.0 Answers are less sufficient and less relevant. 0.5 Answers are insufficient and not relevant at all. Scoring Rubrics for Activity 1 B. Choose at least three (3) major development programs discussed above. Then look for an example such as picture or article published in any reliable material to support  39 these programs. Then write your personal reflection on these programs. Use the sample template on the next page. Sample Template 1. MDP (Write the program)_______________________________________________ My Personal Reflection: ________________________________ ________________________________ ________________________________ Insert picture or article here ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Scoring Rubrics for Activity 2 SCORE DESCRIPTION 5.0 All elements are present with corresponding source for the attached document. Self-reflection conveys meaningful and relevant idea. 4.0 All elements are present with source for the supporting document. Self- reflection does not fully convey meaningful and relevant idea. 3.0 All elements are present. Source of data is not indicated and Self- reflection is not clear. 2.0 Only 2 elements are present. Source of data nor self-reflection is not available. 1.0 Only 1 element is present.  40 Self Assessment Questions (SAQ) Identify the word or group of words described by the following statements. ____________1. A radar meteorologist based in Postdam, Germany who works on open source methods for processing weather radar data. ____________2. He works for the conservation of tropical marine resources and invented the coral reefs that are used in Southeast Asia. ____________3. A geophysicist from Naga City but now is based in Tulane, New Orleans who has background in physics and material science. ____________4. A hormone that acts on organs in the body which helps reduce maternal deaths. ____________5. The induction of flowering of mango and micro propagation or rapid multiplication of stock plant of important crop species is attributed to ______. ____________6-7. Major development programs in the country in terms of science and technology were spearheaded by ______ and ______. ____________8-9. Two major benefits received by 1.3 million fisher folk under the US- Philippines Science and Technology Agreement. ____________10-11. The major development programs instituted by US and the Philippines were implemented by virtue of an Agreement signed by _______(Filipino representative) and __________ (US representative). ____________12-13. The DOST’s “8-point action agenda” which was initially launched by the agency in 2006 aims to _________. ____________14-15. What qualifies of S&T human resources are needed to support the national S&T programs? Answers to SAQ: 1. Irene Crisologo 9. Help them in fisheries conservation 2. Angel C. Alcala 10. Albert Del Rosario 3. Sarah Jaye Oliva 11. Sec. Hillary Clinton 4. Oxytocin 12-13. Promote and support science, technology and innovation 5. Ramon C. Barba 14. Highly skilled 6. USAID 15. Globally competitive References:  41 Ariola, Mariano M. (2018). Science, Technology, and Society. Manila: Unlimited Books Library Services and Publishing Inc. Bautista, DH.,Burce, NS., Marasigan-Dungo, J., Garcia, CS., Imson, JB., Labog, RA., Salazar, FJ and Santos, JL. (2018). Science, Technology and Society. Quezon City: Maxcor Publishing House, Inc. Tegon-Geron, AG., Guaves, GR., Maaihan, EM., Maauan, NE., and Rocina, JAR (2018). Science, Technology and Society. Malabon City: Mutya Publishing House, Inc. https://www.usaid.gov/philippines/cross-cutting/science-technology-and-innovation https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/ Contributed by: EVA B. MARANAN, PhD, REE, LPT Associate Professor V, URS Antipolo  42 Module 6 SCIENCE EDUCATION IN THE PHILIPPINES By: Eva B. Maranan, PhD, REE, LPT (Source: https://pixabay.com) OBJECTIVES 1. To give the students a background of the status of Science Education in the country. 2. To identify what are the factors contributory to low performance in science among Filipino students. 3. To initiate measures on how to address the existing problems deterrent to science development. 4. To instill awareness and consciousness among young minds to help achieve the national goals in relation to science development. INTRODUCTION This module discusses the status of science education in our country. Specifically, it will describe the science performance of students in local and international assessments, science curriculum, and various science teaching-learning processes as well as the teaching materials. CONTENTS 1. Performance of Students in Local and International Science Assessment Tests 2. Science Curriculum 3. Factors Affecting the Performance in Science Performance of Students in Local and International Science Assessment Tests  43 The performance of Filipino students in math and in science shows that there is a need to institute changes and development and adopt measures to improve their performance not only in Mathematics but also in science. 1999-2000 NATIONAL ACHIEVEMENT TEST According to Rabino (2014) as cited by Ariola (2018), “Science is the most difficult subject in basic education in the Philippines. The National Elementary Achievement Test (NEAT) result shows that Filipino pupils answered 48.61% of the questions in science correctly which is less than 50%.This means that the students have difficulty to answer at least 50% correctly. 2003 TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) The third Trends in International Mathematics and Science Study (TIMSS) in 2003 shows that for high school, out of 45 countries that participated the Philippines ranked 41st in HS II Math, and 42nd HS II Science. For elementary, fourth grade participants ranked 23rd out of the 25 countries in both math and science. Our country stopped participating in the survey in 2008 and so on. The obtained scores of our high school second year students is 200 points lower and the pupils’ score is more than 200 points lower than that of Singapore which ranked first both in high school and elementary categories (Ariola, 2018). According to the report aired by ABS-CBN on June 15, 2011, the “Philippines ranks 7th among nine Southeast Asian nations in the area of education and innovation”. This result was mentioned by Guillermo M. Luz, co-chair of the National Competitiveness Council (NCC). At a forum on Innovation and Entrepreneurship for Globally Competitive Philippines, Luz presented that the Philippines was falling behind Singapore, Brunei, Malaysia, Indonesia, Thailand, and Vietnam. The country is second to the last which is Cambodia when it comes to education, science and technology and innovation (Rabino, 2014) as cited by Ariola (2018). 2014 NATIONAL ACHIEVEMENT TEST Ambag (2018) wrote that science education in the country cannot be considered as strength”. Based on 2014 statistics, the passing rate for the National Achievement Test (NAT) for grade six pupils is only 69.21% and the passing rate for high school is only 46.38% from 2010 statistics. 2018 PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) The country also participated in the 2018 Program for International Student Assessment (PISA). Conducted by the Organization for Economic Cooperation and Development (OECD), the study ranked 79 participating economies based on their students’ performance in reading, science and math. Filipino students had the lowest mean score in reading comprehension (340 points, below the 487-point survey average). They also ranked second to the last in science (357) and math (353), below the 489-point average in both subjects. The results of the different examinations taken by sample students from our country show that there is a problem in relation to administration of both mathematics and science programs.  44 Science Curriculum The science curriculum in the Philippines is much different from other Southeast Asian countries. Since the beginning, the Philippine Science Curriculum has lapses which need evaluation and corresponding action. The Education Curriculum, in general, is found to be too congested with so many subjects that are not relevant to development Below is an excerpt extracted from SCIENCE FRAMEWORK FOR PHILIPPINE BASIC EDUCATION published by DOST-SEI and UP NISMED in 2011. It describes the basic science curriculum as follows: The Philippines’ Grades 1-10 Science Curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society. They must possess effective communication and interpersonal and lifelong learning skills as well as scientific values and attitudes. These skills will be acquired through a curriculum that focuses on knowledge relevant to real world and encompasses methods of inquiry. These will be implemented in a learning environment that promotes the construction of ideas and instills respect for others. The above curriculum includes inquiry skills, scientific attitudes and content and connections. These things are helpful in developing better science learners. With the implementation of K-12 Curriculum, the discussion of the topics in science subjects uses spiral approach to achieve continuity of the topics from one grade level to the next thus eliminating congestion of so many topics per grade level. A study initiated by a team from UP Diliman, in partnership with University of Melbourne and funded by Australian government aimed to investigate the progress of students’ skills for each unit of Chemistry over the four years of the junior secondary curriculum. Identification of progress will be achieved by assessing students as they progress from Grade 7 to Grade 10. The team is headed by Dr. Marlene Ferido from UP Diliman. Having the above goals for science education, only few schools can achieve such goals due to some factors which hinder the 100% implementation of the curriculum. Factors Affecting the Performance in Science The main factors that affect the low performance in science of Filipino include the following: (1) lack of support for scientific culture reflected in the deficiencies regarding the school curriculum, (2) inadequate teaching-learning process, (3) insufficient instructional materials and (4) lack of training among science teachers. The factors mentioned above boil down to the low allocation of budget to the implementation of science program by the government. Whatever program or project that the agency or department would like to execute if financial allocation is limited then success of the said program/project may not be achieved. Ariola (2018) wrote that the allocated budget by Philippine government for public educational institutions for all levels of education is only 3.3% of the Gross Domestic Product (GDP) which is lower than 7.4% of Malaysia; 4.0% of Thailand; 4.0% average for all World Education Indicators (WEI) countries and 5.2% for Organization of Economic Cooperation and Development (OECD) countries. At all levels of education, the Philippines spend only 7.2% which is still below  45 the 40% of Thailand and 28% of Malaysia but slightly higher than the 16.9% average for WEI countries and higher than the 13.3% average of the OECD countries, respectively. The budgeting allotted for a school correlate positively to the students’ academic achievement as confirmed by Burckbuchler (2009) in his article “School Budgeting and Student Academic Achievement. The teaching-learning process is another issue. Iurea, et.al (2011), found out that the learning styles used by the students and strategies employed by the teachers have great impact on the students’ academic performance. This means that when teaching strategy and learning style match there is a tendency to increase the students’ academic performance. Further, Muvla (2020) emphasized that the teacher-student interaction matters a lot in the academic performance of students. On the contrary, the cross-country study of Cordero, JM., et.al (2015) stressed that modern teaching strategies give little significance on the academic performance of students. On the other hand, the insufficiency of instructional materials in school especially in science laboratories is an issue that needs to be addressed. Instructional materials help the students understand the lesson more easily than without IM. Their academic performance is significantly correlated to the use of instructional materials used (Adalikwu, 2013). If insufficiency of IM is an issue what is more alarming is the absence of it especially during the conduct of science laboratories or experiments. Next problem is the lack of training among science teachers. Commonly, science teaching is focused much on lectures and the laboratory part of the subject is being sacrificed. The reason is that some science teachers themselves are not exposed in manipulating science equipment or if they are knowledgeable there is lack of laboratory equipment thus the laboratory skills among students are not developed. ACTIVITY 1-Reading of Selected Articles Article 1: “Teaching Science in the Philippines: Why and How We Can Do Better” by Rafael Ambag (August 3, 2020). Set A Questions 1. What were the experiences of Mr. Ambag when he was a student in the public school? 2. What are the factors that can be attributed to the low performance of Filipino students in reading comprehension, science, and mathematics during the 2018 Program for International Student Assessment (PISA)? 3. What makes science interesting to Mr. Ambag? Article 2.Science Education in the Philippines: Challenges and Prospects. Framework for Philippine Science Teacher Education. (2011), DOST-SEI & P-NISMED, Manila Set B Questions 1. What are the realities between science teachers and students?  46 2. What are the challenges faced by science education in the Philippines? 3. Cite significant key points pertaining to BEED Curriculum with emphasis on science subjects. Self-Assessment Questions (SAQ) 1. The performance of Filipino students in science is better than in mathematics. (True or False) 2. The National Elementary Achievement Test (NEAT) result shows that the Filipino students performed low in science. According to Rabino, this indicates that______________. 3-4. The Philippines ranked 7th among the 9 Southeast Asian countries in terms of __________ and _________. 5-7. In the 2018 Program for International Student Assessment (PISA), the Filipino students ranked last in what subjects? 8. The number of countries which participated in the 2018 PISA? 9-12. What kind of society does Grades 1-10 Science Curriculum envision?. 13. What can you say about the science curriculum of the Philippines? 14-15. Give at least two factors that affect the performance of Filipino students in science. Answer to SAQ: 1. False 2. science is a difficult subject 3. education 4. innovation 5. Mathematics 6. Science 7. Reading Comprehension 8. 79 9. scientifically 10. technologically 11. environmentally literate 12. productive 13. Congested 14. Inadequate teaching-learning process 15. Insufficient Instructional Materials Other options: Lack of training among science teachers Lack of support for scientific culture  47 Answer the following questions: 1. If you are a science administrator what major concern about science education do you like to address first? Why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Do you think there is still a chance for the performance of the Philippines in Math and Science will increase both locally and internationally? Support your answer. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. What are the best practices of other WEI and OECD countries that are effective in terms of science achievement? Do you think they will be effective also once applied in our country? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Scoring Rubrics Score Description 5.0 The answer is very much substantial and it is direct to the point with error-free grammar. Ideas are arranged chronologically. Examples are very relevant.  48 4.0 The answer is much substantial and it is direct to the point with error-free grammar. Ideas are arranged chronologically. Examples are relevant. 3.0 The answer is fairly substantial and it is direct to the point with some errors in grammar. Ideas are arranged chronologically. Examples are relevant. 2.0 The answer is less substantial and it is not so clear with some errors in grammar. Ideas are less chronological. 1.0 The answer is not substantial and it is not so clear with some errors in grammar. Ideas are vague which recommends the particular part of the answer. References Adalikwu, S. (2013). The Influence of Instructional Materials on Academic Performance of Senior Secondary School Students in Chemistry in Cross River State. Global Journal of Educational Research Ariola, Mariano M. (2018). Science, Technology, and Society. Manila: Unlimited Books Library Services and Publishing Inc. Burckhbuchler, SA (2009). School District Budgeting and Student Achievement. School Business Affairs. Cordero, JM., Cristobal, V. and Gil, M. (2015). Teaching strategies and their effect on student achievement: A cross-country study using data from PISA 2015 Iurea, C., Neacsu, L., Safta, CG., and Suditu, M. (2011). The Study of the Relation between the Teaching Methods and the Learning Styles – The Impact upon the Students’ Academic Conduct. Procedia-Social and Behavioral Sciences, Vol 11 Mvula, AK (2019). Teaching Methods and Students’ Academic Performance in Kinematical Motion: Graphical Interpretation and Conceptual Understanding. American Journal of Social Sciences and Humanities, Vol. 5, No. 1 https://www.flipscience.ph/news/features-news/features/teaching-science-philippines/ http://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasic.pdf http://uis.unesco.org/sites/default/files/documents/education-counts-benchmarking- progress-in-19-wei-countries-2006-en_0.pdf https://files.eric.ed.gov/fulltext/EJ918613.pdf https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/ Contributed by: EVA B. MARANAN, PhD, REE, LPT Associate Professor V, URS Antipolo  49 By Abelardo Cenidoza OBJECTIVES 1. Compare indigenous science to indigenous technologies. 2. Analyze the importance of some indigenous science and indigenous technologies in our lives. CONTENTS INDIGENOUS SCIENCE Indigenous science is a product of indigenous knowledge perfected by people through life experiences. Indigenous knowledge may connote traditional and non- scientific knowledge because it includes superstitious beliefs and practices which maybe the products of human imagination However this products may become the foundations of people’s creativity, originality, and inventiveness in defining the world where we live in. Indigenous science covers a wide scope of areas including metaphysics, philosophy, and practical  50 technologies usually accomplished by people then and now ( Snively and Corsiglia, 2000; Pawilen, 2013). INDIGENOUS TECHNOLOGY Indigenous technologies are processes or products which are the results of studying indigenous science. Following are the indigenous technologies that have emerge out of Filipino’s creativity, originality and inventiveness. These technologies are now parts of our lives when they come to medicines, food products, industry, and other aspects of human existence. Indigenous Science Knowledge in observing animal behavior to predict weather conditions. Activity 1 Observing, analysing, and comparing the croaking of frogs during and after the rain.. Traditional health habit practices Activity 2 Examining the role of albularyo, mangtatawas to diagnose the cause of illness associated by prayers and incantations.  51 The use of herbal medicines Activity 3 Implementing the use of garlic (Allium sativum) as herbal medicine to treat infection with antibacterial, anti-inflammatory, anti-cancer, anti- hypertensive properties, and it is widely used to reduce cholesterol level in blood. Knowledge in preserving food Activity 4 Executing the traditional techniques for food preservation  52 Building irrigation system Activity 5 Identifying traditional techniques Indigenous Technologies Medical Incubator An apparatus used to maintain environmental conditions suita