Peoples Science School


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Peoples Science School

  1. 1. A community-based science school program Trends and Development in Science and Math Education CPU * May15, 2009 Balay Kalinaw, UP Diliman QC
  2. 2. S&T IN THE PHILIPPINES • Biggest number of college graduates: smallest number of graduates in S&T • Basic science education is weak. • TIMMS 2003 41st in Math and 42 in science out of 45 countries Trends in International Mathematics and Science Study. Done every 4 years.
  3. 3. S&T IN THE PHILIPPINES • Science and technology in the Philippines is backward and stunted. • Emphasis in training high school students and out-of -school youth-- for vocational and technical skills needed by export- oriented industries.
  4. 4. S&T IN THE PHILIPPINES • The country’s educational system and academic institutions are geared to produce skilled workers for the foreign controlled industries. • Academic institutions fail to produce scientists and technologists for our own national industries. The setting-up of industries would require the needed intellect and skills of our scientists and technology workers.
  5. 5. S&T IN THE PHILIPPINES • Formal education has become a commodity that can be accessed by people with the capacity to pay its rising cost. • In order to learn more, one has to pay more. A brood of highly competent scientists and technology workers in a country without industries are forced to work for foreign TNCs or emigrate.
  6. 6. S&T FOR THE PEOPLE • AGHAM is developing a program where scientists and technology workers shall be encouraged to work with local communities, learn from each other and together, build the seed of what science and technology for the people should be.
  7. 7. PEOPLE'S SCIENCE SCHOOL • campaign program approach where the science and technology community can concretely initiate the realization of Science for the People. • articulation of the particular role of scientists and science and technology within the five S&T concerns
  8. 8. PEOPLE'S SCIENCE SCHOOL • campaign-advocacy by scientists and technology workers in alliance with local communities. • call for S&Ts in academe and research and development institutions to take a more active and progressive role in redirecting and reshaping the dominant orientation of science and technology in the country.
  9. 9. PEOPLE'S SCIENCE SCHOOL • Scientific tools for non- formal education. • Reactive: responds to particular needs of the local communities. • Proactive: move of arousing, mobilizing and organizing people in the communities and the scientists and technology workers
  10. 10. OBJECTIVES • Organize and mobilize a regular pool of science and technology educators and workers as implementor of the PEOPLE'S SCIENCE SCHOOL • Develop and popularize a basic curriculum on science and technology for the people that would suit the education and training needs of the local community
  11. 11. OBJECTIVES • Provide a venue where science and technology practitioners can experience and learn from the situation and conditions of the local community through interaction, exposures and integration
  12. 12. SCOPE and DURATION • The PEOPLE'S SCIENCE SCHOOL is applicable to either upland, lowland or marine communities, rural or urban. • Application of appropriate scientific tools for non-formal education, research design and/or parameters for monitoring and evaluation shall be practiced. • It shall establish direct partnership between scientists and technology workers and people’s organizations from peasant, fisherfolk, the national minority,women and youth.
  13. 13. SCOPE and DURATION • Where necessary, involvement of other concerned groups like the local government units, academic institutions, the church, NGOs, and other mass organizations shall be encouraged. • The partner people’s organization shall define the objective and direction of the engagement. This in turn defines the scope in terms of area, duration and conduct of the whole engagement process.
  14. 14. COMPONENTS • Education and Training Component – develop and popularize a basic curriculum on science and technology for the people that would suit the education and training needs of the local community • S&T Organizing Component – Encourage active participation of scientists and technology workers to advance the advocacy for science and technology for the people communities.
  15. 15. RECENT EXPERIENCES • Summer 2006 – Manresa and Rizal
  16. 16. RECENT EXPERIENCE • Summer 2007 – Old Balara Quezon City
  17. 17. RECENT EXPERIENCE • September 2007- PARA-TEACHERS; TRAINING – Manresa, Quezon City
  18. 18. RECENT EXPERIENCE • September 2008- February 2009 Old Balara, Quezon City and Marikina City
  19. 19. PSS OUTCOME IN 2006 • Summer 2006 – Manresa and Rizal – 48 participants: 25/48 AGHAM members – 65% with S&T background – 34 teacher/facilitators – 16 in production team – 9 in coordination work
  20. 20. MODULES DEVELOPED / CLASSES CONDUCTED • Diseases and • Body Parts Environment • Flooding • Microbes • Groundwater • Nutrition • Ecosystem • Recycling • Agricultural • Diseases and Ecosystem Environment • Weather • Living Things
  21. 21. PSS OUTCOME IN 2007 • Summer 2007 • September 2007 – Matandang Balara, QC – Manresa, QC – 28 participants: 7/28 – 10 participants AGHAM Youth members – 100% with S&T – 68% with S&T background background – 8 teacher/facilitators – 10 in production team – 2 in coordination work
  22. 22. MODULES DEVELOPED / CLASSES CONDUCTED • Fire, its uses and • Typhoon disadvantages • Water • Basic Computer • Basic Nutrition Parts and • Consumer Operation Mathematics • Electricity • Solid Waste • Soap-making Management • Common Diseases
  23. 23. PSS IN 2008 • September – October 2008 *Kaingin 1, Barangay Pansol, QC – BIOLOGY: Reproductive health and family planning – more than 25 thousand – BIOLOGY/PSYCHOLOGY: Stages of population human development (infancy-puberty- adolescence-adulthood-elderly) – average household size is 8 – CHEMISTRY: Effective detergent for – most families rely on odd jobs laundry - what can clean? cheaper source/alternative? to earn a living- driving a – CHEMISTRY: Alternative fuel for cooking tricycle or jeepney, doing - cheap source of fuel laundry for others, small – NUTRITION/BIOLOGY/CHEMISTRY: variety store owners, selling Alternative cheap and nutritious food food or working in construction – ENGINEERING: Electricity & power - of buildings/houses how it is generated, transmitted, distributed? what entails the cost? – electricity and water supply is – ENGINEERING/EARTH SCIENCE: Water present for households - how it is generated and distributed? what entails the cost?
  24. 24. PSS IN 2008 • October-November 2008 * Apitong Taas, Marikina Hts., Marikina City • Marikina Heights is a middle-class community, but along the edges sprawl communities (sitios) of urban poor – BIOLOGY: Reproductive health and family planning – BIOLOGY: How is homosexuality explained by science? – CHEMISTRY: Alternative fuel for cooking - cheap source of fuel – CHEMISTRY/NUTRITION: Natural and artificial food - what is NAPA in noodle advertisement?, what's in MSG (monosodium glutamate) - its uses/benefits, disadvatanges to human health – NUTRITION/BIOLOGY/CHEMISTRY: Cheaper alternative to rice - nutrient composition, uses in daily diet/human body and function, what's in the NFA rice?- is it equally nutritious with other varieties? truth behind its easy spoilage? – BIOLOGY/CHEMISTRY/AGRICULTURE: GMO and its consequences in human/environmental health – HEALTH: Hypertension and herbal medicine; Menstral pain and relief; Maternal health care; – HEALTH: Myths associated with common illnesses – HEALTH: Dental care- what makes the teeth healthy? white? practices for dental hygiene – ENGINEERING: Electricity & power - what entails the cost? what is the truth behind systems loss?
  25. 25. ENJOY TEACHING IN COMMUNITIES! Make science & technology serve the people! Make