SSoc 1 Science Technology and Society
Topic: Science Education in the Philippines
Concept Digest (Discussion)
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 teacher`s teach
scientific process effectively.
Learning science, on the other hand, includes both pedagogy
and the most interesting aspect, which is helping student to
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 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 technologically driven world.
Science education provides skills and knowledge that are
necessary for a person to live in what Knight (1986) describes as
the age of science and to develop a citizenry that will meet the
goals of science in the society. Developing a science culture is
therefore an immense responsibility for schools.
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 skill 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 carers in the future. This is an
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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, scientist, engineers, and other
professionals in various science-related fields such as
engineering, agriculture, medicine, and health sciences.
Science Schools in the Philippines
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 or preparing its
students for a science career
(Republic Act No. 3661) The schools maintain a dormitory for all
its students.
Science its inception, the PSHSS continues o 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
college and universities locally or abroad.
Special Science Elementary Schools (SSES) Project
The Special Science Elementary
Schools (SSES) Project is in pursuance of
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.
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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 1 to III
and 80 minutes for Grade 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 course 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
serves as a venue in providing maximum opportunities for science
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
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mathematics. MSHS aims to produce scientist with souls. In order
to do this, humanities courses and other electives are included
in their curriculum. Students are also encouraged to participate
in various extracurricular activities. The school administers an
entrance exam, the Manila Science High School Admission Test
(MSAT), for students who wish to enrol. The MSAT has five parts:
aptitude science, aptitude in mathematics, problem solving test
in science, problem solving 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 prides in 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.
Reference
R1: Daniel Joseph McNamara, S., Valverde, V. M., & Beleno, R. (2018).
Science, Technology, Society. Quezon: C & E Publishing, Inc.
