The document discusses the history and development of science education in the Philippines. It covers: - Early indigenous knowledge of Filipinos related to agriculture, medicine, astronomy, etc. - Introduction of Western science concepts during Spanish and American rule through formal schooling - Establishment of specialized science schools like the Philippine Science High School in the 1950s-60s - Efforts to improve science teacher training and curriculum development through projects funded by organizations like the Ford Foundation and the establishment of centers like the Science Education Center at the University of the Philippines.

1. SCIENCE
EDUCATION IN
PHILIPPINES

2. Concept of science education
Science education focuses on teaching, learning, and
understanding science.
- Teaching science
- Learning Science
-understanding Science

3. Science Education in Basic and Tertiary Education
 In basic education, Science education helps students
learn important concepts and facts in everyday life.
In tertiary education, science education deals with
developing students and appreciation of science
ideas and scientific works

4. Science Schools in the Philippines
. Philippine Science High School System (PSHSS)
- A government program for gifted students
- A service institute of the Department Of Science
and Technology DOST

5. During early times in the Philippines the people has its
own belief system and indigenous knowledge.
– Planting crops that provide them food
– Taking care of animals
– Food production
– Interpret the movements of heavenly bodies to predict seasons
and climates
– Medicinal uses of plants

6. They also have their own skills in :
 – Building houses
– Irrigations
– Developing tools
– Musical instruments

7. Spanish and Amarican period
Spanish rule:
Brought their own culture and practices
Established schools and introduced the concepts
of subjects and disciplines
Learning of science in school focuses on understanding different
concepts related to the human body, plants, animals and bodies.
Technology focuses on using and developing house tools

8. • Life during the Spanish era
– Became modernized
• Filipinos replicated technology brought by the
Spaniards using indigenous materials.
• Medicine and advanced science were introduced
in
formal colleges and universities
Engage in galleon trade

9.  American Period
 – More influence in the Development of S&T
 • Pubic education system
 • Improved engineering works and health of the people
 • Mineral resources were explored and exploited
• “Americanize” the Filipinos
 – Reorganized the learning of science
 – In basic education, science education focuses on
 nature studies and science and sanitation.

10. THOSE INFLUENCES BROUGHT TO US BY THE
SPANIARDS AND AMERICANS MADE A BIG
IMPACT IN THE SCEINCE EDUCATION IN OUR
COUNTRY.

11.  Early Major Projects and Activities
 As early as decade of the 1950s, -scientist were concerned with the state of science
education in the schools. Leading scientist made Philippine authorities aware that the
teaching of science from grade school level to college levels in both public and private
schools was very inadequate.
 Philippine Association for the Advance of Science-annual conference which it focuses on the
training of science teachers and teaching of science.
 1957
-The Philippine government made the teaching of science compulsory in all elementary and
secondary schools.
 National committee for Science Education-set up in 1958 to formulate objectives for
teaching of science education at all levels and to recommend steps that would upgrade the
teaching of science.

12.  The committee identified the following areas to which improvement efforts were
needed.
 a. Integration of science with classroom instruction
 b. Acquisition of more science equipment and tools
 c. Coordination of efforts with other agencies
 d. Negotiation for a science institute for teachers
 e. National science talent search and fellowship
 f. Higher salaries of science and mathematics

13.  Clark Hubler – a science educator of Wheelock College in Boston,
Massachusetts and Fulbright fellow in the Philippines in 1963-1964, noted
some salient characteristics of science education in the country – language
problem.
 THE BSCS ADAPTATION PROJECT
 - The secretary of Education had earlier set up a National Committee in
Science Education to formulate objectives for teaching of science at the
three instructional level and recommended action that would upgrade the
teaching of science.
 a. Subject matter competence of teachers
 b. The curriculum materials
 c. Laboratory equipment and science facilities in schools.

14.  1960s – a group of biological educators at the University of Philippines
organized themselves into a team to adapt the Biological Science
 Curriculum Study (BSCS) Green Version –introduce to students to the living
world and sought to provide him with biological information as may be
necessary and useful as he lives his life.
 1962 – Adaptation on green version laboratory manual.
 - BSCS donated 1,600 copies of the BSCS green version textbook,
experimental edition.
 - Green version laboratory manual were tried out in ten (10) public high
schools for a full school year.

15.  DR Carlos P. Romulo- submitted the ford foundation a request grant of
operational and staffing cost of science teaching center, for one forien
advisor for 2 YEAR science consultant.
 Harry Case – head of the Ford Foundation; recommended the Philippines
educational leaders for the remarkable degree of cooperation in the
establishment of the Science Teaching Center at the University of the
Philippines September 25, 1964 – U.P. grant by the Ford Foundation providing
providing $310,000 over a two-year period of the Science Teaching Center.
 R.A 5506 - an Act establishing Science Education Center (SEC) as a permanent
unit of the University of the Philippines. This act earn marked 250,000 pesos
annual from the national especial science fund for the support of the center.

16. THE SCIENCE EDUCATION PROJECT (SEP)
A major project that would have the following objectives:
1.Improvement of pre-service, in-service education of
science/mathematics teachers,
2. Local development of science textbooks and
equipment,
3. Evaluation of locally produced materials,
4. Research on teaching-learning process.

17.  Master of Arts in Teaching (MAT) – it was part of the national project of SEP.
 - MAT scholarship were granted to institutions rather to individuals.
 - Its objectives was to develop within each institution a corps of science
educators committed to the improvement of science teacher training programs
programs at the undergraduate, graduate and in-service.
 SEP effort to improve science education in the county:
 1.Dissemination of improved curricula, teaching techniques and approaches in
science and mathematics on the basic levels of education through the
introduction of new curriculum and application of new teaching technique and
approaches by the returned MAT trainees and teachers that they teach.

18. 2. Quality science and math education program in the recipient-
sponsor institutions through new and improved course offerings
and a generally improved teacher education programs.
The five Regional Science Teaching Center (RCTC’s):
1.Notre Dame University in Marbel, Cotabato –established earlier
with the assistance of a Ford Foundation grant.
2. Ateneo de Davao College
3. Silliman University
4. St. Louis University
5. Aquinas University

19. SCIENCE EDUCATION IN THE 1940’S
 - After World War II, the emergency curriculum made possible the
accommodation of a 120 pupils in an elementary level.
 - Secondary level general curriculum replaced the type A & B curricula.
Home economics, national language and vocational courses became
required course for all years except for geometry, advanced algebra and
physics which became optional courses.
 - No science offered in grade 1 to 4 of elementary level - 30 minutes allotted
for science and arithmetic in intermediate levels (grade 5 & 6)
 - One teacher handled of 60 pupils in the morning & another teacher in the
afternoon for 60 pupils (in thesame room)

20.  1946 – General secondary curriculum was enforced in all third and fourth
year classes of public schools. Physics, chemistry and advanced algebra were
optional.
 1948-1949 – the educational Act of 1948 seeking restore grade 7 drafted but
it remained unacted.
 1949-1950 – community school movement started in Iloilo and Bohol.
 - Classroom instruction emphasized functional and social values of the
subject matter and activities dealt with understanding and appreciation of
simple facts and methods, activities in the form of observation,
experimentation, critical thinking, planning and participating in the
experiments.
 - Secondary level was emphasized in such activities as health, sanitation,
community and home beautification.

21.  Bulletin No. 27 s. 1953 - issued by the Bureau of Public Schools to assist
teachers do science activities with their pupils.
 - Strengthen curriculum development efforts,
 - laboratories establish instead of one center General Office
 - Branches centers was establish in the Philippine Normal School and 8
public normal schools (Iloilo,Cebu, Albay, Ilocos Norte, Pangasinan,
Bukidnon, Zamboanga and Leyte.
 Bulletin N. 15 s. 1954 – Construction of Science laboratory apparatus in
Vocational shops.
 - Biology became a live subject with community school projects in health
and sanitation, food production and home beautification
 - Physics – application in mechanical theories.

22.  DEVELOPMENT IN THE 1960S
 - Emphasis in the objectives of instructional procedures and evaluation.
 - Educational objectives, cognitive, affective and psychomotor was given
prominence in teacher education course and summer institute.
 - Chemistry was newly introduced subject in the public high schools and
teachers needed the training because many of those teaching this subject
had no specialization in it.
 During this decade some agencies assisted in the training of science teacher.
 - The first part of four-year in-service training program in the use of Filipino
as medium of instruction grade 1 for non-Tagalog provinces and grade 3 for
Tagalog provinces/
 - Launched in 22 regional in-service education centers.

23.  Summer institute - focused on certain issues related to the improvement of science and
math education
 a. Relevance of course to the day functions of teachers
 b. Teachers should let the students do science instead of teaching about science
 c. Students should provide with instructional materials that illustrate current accepted
concepts about science teaching
 Behavioral objectives:
 Instructional procedures – emphasized students experience which contributed to the
attainment of the stated goals.
 Evaluation – used to reinforce the students’ learning experiences. Test critical thinking
skills, analysis,application and other cognitive skills.
 1967 – NEDA assisted a program which prepared/revised/refined syllabi for teaching
English, Pilipino, Mathematics, Science and Economics.

24. Thank you