Sts Prelim Modules (1 To 5)

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BACHELOR OF SCIENCE IN CRIMINOLOGY
A SELF-PACED LEARNING MODULE

A. Y. 2021-2022
-PRELIM-
LESLIE G. DISCIPULO, MAED

Subject Instructor
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and
and prime catalyst for a progressive and sustainable Quirino generate appropriate knowledge and technologies to meet the
Province and Southern Cagayan Valley. needs of Quirino Province and Southern Cagayan Valley.
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QUIRINO STATE UNIVERSITY’S HISTORICAL DEVELOPMENT, VISION, MISSION,

AND GOALS
Historical Development of QSU
The Quirino State University (QSU) metamorphosed from a municipal high school to a state
university. In June 1963, it was known the Northeastern Nueva Vizcaya High School (NNVHS)
founded by the municipal government.
On June 18, 1964, it was converted into Northern Nueva Vizcaya National Agriculture School
(NNVNAS) offering secondary vocational agriculture and agricultural home- making curricula.
When Quirino was weaned from its mother province Nueva Vizcaya in 1972, a municipal
resolution changed its name to Quirino National Agricultural School QNAS). On June 10, 1983,
Batas Pambansa Blg. 440. QSU started to operate as a state college SY 1984-1985. Through
Republic Act No. 10230 QSC is converted to Quirino State University, integrating therewith
Quirino Polytechnic College in the municipality of Cabarroguis and the Maddela Institute of
Technology in the municipality of Maddela. The Bill was finally approved by the President of the
Philippines on October 19, 2012.
Vision
The leading center for academic and technological excellence and prime catalyst for a
progressive and sustainable Quirino Province and Southern Cagayan Valley
Mission
Develop competent and morally upright professional and generate appropriate knowledge and
technologies to meet the needs of Quirino Province and Southern Cagayan Valley.
Goals
1. Perform the mandated functions of the university through an effective management system.
2. Provide innovative and quality academic programs and produce competent, productive and
committed professionals.
3. Generate relevant knowledge and responsive technologies through quality researches.
4. Develop and implement techno-transfer programs/modalities through effective and efficient
training and extension services.
5. Generate adequate resources to support and enhance institutional development.
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Welcome to our self-paced learning module!

Before you proceed to the course module, it would be helpful for you to read and ponder on
the University’s Vision and Mission stated in the preliminary page, as well as the goals and
objectives of the Bachelor of Science in Criminology.
The following is the goals and objectives of the BACHELOR OF SCIENCE IN CRIMINOLOGY:
GOALS
1. Encourage research and inquiry on the nature, causes, treatment or punishment of criminal
behavior and how criminal justice agencies function and respond to crime, criminals and victims.
2. Prepare the students for careers in crime prevention, law enforcement, scientific crime
detection, correctional administration, public safety and allied fields;
3. Foster the values of leadership, integrity, accountability and responsibility while serving their
fellowmen, community and country.
OBJECTIVES
1. Produce graduates with sufficient technical knowledge and proficiency to his major fields in
Criminalistics, Law Enforcement Administration, Correction and Rehabilitation and Criminal
Justice System.
2. Develop a high degree of leaders who possess dignity and honor to lead and extend services
to his fellowmen, community and country;
3. Develop and generate responsive researches along the fields of Public ethics and Community
Relations, Criminalistics, Criminal Jurisprudence Procedures, Defensive Tactics and Law
Enforcement Administrations
4. Generate resources to augment necessary need and development of the program.
With the University’s Vision, Mission and Core Values in mind, write a
reflective essay about the contribution/s you can make as a student amidst
the educational challenges we are facing in this time of pandemic.
( limit your your response to 150 words)
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Module 1 General Concepts and Historical Events in Science, Technology, and

Society
Competencies 1. Discuss how the ideas postulated by Copernicus, Darwin, and Freud contributed
to the spark of scientific revolution; and
2. Analyze how scientific revolution is done in various parts of the world like in Latin
America, East Asia, Middle East, and Africa.
Discussion Science is as old as the world itself. There is no individual that can exactly identify
when and where science began. From the genesis of time, science has existed. It is
always interwoven with the society. So, how can science be defined?
1. Science as an idea. It includes ideas, theories, and all available systematic

explanations and observations about the natural and physical world.
2. Science as an intellectual activity. It encompasses a systematic and
practical study of the natural and physical world. This process of study
involves systematic observation and experimentation.
3. Science as a body of knowledge. It is a subject or discipline, a field of study,
or a body of knowledge that with the process of learning about the natural and
physical world.
4. Science as a personal and social activity. This explains that science is both
knowledge and activities done by human beings to develop better
understanding of the world around them. It is a means to improve life and to
survive in life.
Human beings have embarked in scientific activities in order to know and understand
everything around them. They have persistently observed and studied the natural and
physical world in order to find meanings and seek answers to many questions. They
have developed noble ideas, later known as philosophy, to provide alternative or
possible explanations to certain phenomena. Humans also used religion to rationalize
the origins of life and all lifeless forms.
The idea of scientific revolution is claimed to have started in the early 16th century up
to the 18th century in Europe. Why in Europe? The probable answer is the invention of
the printing machine and the blooming intellectual activities done in various places of
learning, and the growing number of scholars in various fields of interests. This does
not, however, that science is a foreign idea transported from other areas of the globe.
Anyone who can examine the history of science, technology, and medicine, and
mathematics is aware that all great civilizations of the ancient world had their own
sophisticated traditions and activities related to these disciplines.
Scientific revolution was the period of enlightenment when the development in the
fields of mathematics, physics, astronomy, biology and chemistry transformed the
views of society about nature. It explained the emergence or birth of modern science
as a result of these developments from the disciplines mentioned. The ideas
generated during this period enabled the people to reflect, rethink, and re-examine
their beliefs and their way of life.
Scientific revolution was the golden age for people committed to scholarly life in
science but it was also a deeply trying moment to some scientific individuals that led to
their painful death or condemnation from the religious institutions who tried to preserve
their faith, religion, and theological views. Some rulers and religious leaders did not
accept many of the early works of scientists. But these did not stop people especially
scientists to satisfy their curiosity of the natural and physical world.
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SCIENCE
IDEAS
SCIENTIFIC
SCIEN
REVOLUTIONS
SCIENCE
HUMANS SOCIETY
Figure 1. Influences to Scientific Revolution
Scientific revolution is very significant in the development of human beings,

transformation of the society, and in the formulation of scientific ideas. It significantly
improved the conduct of scientific investigations, experiments and observations. The
scientific revolution also led to the creation of new research fields in science and
prompted the establishment of a strong foundation for modern science. In many ways,
scientific revolution transformed the natural world and the world of ideas.
Some Intellectuals and their Revolutionary Ideas
To further understand what exactly happened during the scientific revolution, it is

important to examine the different individuals whose ideas have shaken and contested
the dominant theories and ideas during this period-the truths of their time. Scientists in
all periods of time are driven by their curiosity, critical thinking and creativity to explore
the physical and natural world. Their love for science is driven by their deep passion to
know and to discover.
Creativity
SCIENTISTS SCIENCE
IDEAS
Curiosity Passion to
know SCIENCE
Critical Thinking DISCOVERIES
Passion to
discover TECHNOLOGY
Figure 2. Variables that Influence the Development of Science Ideas, Science

Discoveries and Technology
Scientists are not driven by clamor for honor and publicity. They are ordinary people
doing extraordinary things. Some scientists were never appreciated during their times,
some were sentenced to death, while others were condemned by the Church during
their time. In spite of all the predicaments and challenges they experienced, they
never stopped experimenting, theorizing, and discovering new knowledge and ideas.
In this part of the lesson, three notable scientists are discussed. For sure, there were
many scientists who worked before and after these individuals. However, it is
important to note that these men, particularly through their ideas, had shaken the
world.
Nicolaus Copernicus
One of the Renaissance men, particularly in the field of science, is Nicolaus

Copernicus. Knowledge about the nature of the universe had been essentially
unchanged since the great days of Ancient Greece, some
1.500 years before Copernicus came on the scene (Gribbin, 2003). This continued up
to the Renaissance period. In one important way, Copernicus resembled the Greek
ancient philosophers or thinkers--he did not do anything extensive such as observing
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heavenly bodies or inviting people to test his ideas. His ideas were an example of
what is presently called as a thought experiment. By the time he finished his doctorate
degree, Copernicus had been appointed as canon at Frombork Cathedral in Poland.
Despite his duty as a canon, he had plenty of time to sustain his interest in astronomy.
Copernicus was strongly influenced by a book entitled Epitome published in 1496 by a
German author, Johannes Müeller. This book contains Müeller's observations of the
heavens and some commentary on earlier works especially that of Ptolemy.
Copernicus's idea and model of the universe was essentially complete in 1510. Not
long after that, he circulated a summary of his ideas to his few close friends in a
manuscript called Commentariolus (Little Commentary). There was no proof that
Copernicus was concerned about the risk of persecution by the Church if he published
his ideas formally. Copernicus was a busy man. His duty as a canon and as a doctor
affected his time to formally publish his work and advance his career in astronomy.
The publication of his book De revolutionibus orbium coelestium (On the Revolutions
of the Heavenly Spheres) in 1543 is often cited as the start of the scientific revolution.
In his book, he wanted a model of the universe in which everything moved around a
single center at unvarying rates (Gribbin, 2003). Copernicus placed the Sun to be the
centerpiece of the universe. The Earth and all the planets are surrounding or orbiting
the Sun each year. The Moon, however, would still be seen orbiting the Earth.
Copernicus's model of the Earth orbiting around the Sun automatically positioned the
planets into a logical sequence. In his model, Copernicus outlined two kinds of
planetary motion: (1) the orbits of Venus and Mercury lay inside the orbit of the Earth,
thus, closer to the Sun; and (2) the orbits of Mars, Saturn, and Jupiter lay outside the
Earth's orbit, thus, farther from the Sun. From this model, he would work on the length
of time it will take for each planet to orbit once around the Sun. The result would form
a sequence from Mercury, with a shortest year, through Venus, Earth, Mars, Jupiter,
and Saturn with the longest year. He placed the planets in order of increasing distance
from the Sun. One of the greatest problems in the Copernicus model, however, was
the position of the stars. The stars cannot be placed in a fixed position like crystals in
a distance sphere.
Copernicus is also a courageous man. Although the Copernican model makes sense
now, during those times, it was judged to be heretic and therefore it was an
unacceptable idea to be taught to Catholics. The Catholic Church banned the
Copernican model and was ignored by Rome for the rest of the 16th century.
Charles Darwin
Charles Darwin is famous for his theory of evolution. He changed our concept of the
world's creation and its evolution Johnson (2012) described Darwin as a genius who
came from a line of intellectually gifted and wealthy family. He developed his interest
in natural history during his time as a student at Shrewsbury School. He would also
spend time taking long walks to observe his surroundings while collecting specimens
and he pored over books in his father's library (Gribbin, 2003). According to Johnson,
Darwin went to the best schools but was observed to be a mediocre student. He
struggled in his study in medicine and ministry, which his father has imposed to him.
Darwin's life soon changed when one of his professors recommended him to join a
five-year voyage through the HMS Beagle on the Islands of Galapagos.
Darwin published his book The Origin of Species in 1589. This book is considered to
be one of the most important works in scientific literature. Darwin collected many
significant materials in order to present his theory with overwhelming evidence. His
book presented evidence on how species evolved over time and presented traits and
adaptation that differentiate species. Darwin's observational skills as a scientist were
extraordinary that moved beyond the realms of plants and animals into the realms of
humans. His book The Descent of Man was so impressive yet very controversial. He
introduced the idea of all organic life, including human beings, under the realm of
evolutionary thinking. This replaced the dominant views of a religious or biblical design
that places human beings in a privileged position of having been created by God.
Darwin's theory of evolution scientifically questioned this view.
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Darwin's accomplishments were so diverse that it is useful to distinguish two fields to

which he made major contributions: evolutionary biology and philosophy of science.
More than these works, what made Darwin truly remarkable was his courage to
challenge religious and unscientific ideas that are deemed to be prominent during
those days. His unorthodox way of pursuing science gave more value to evidence-
based science. Darwin provided a different framework for doing scientific activities. It
is a science marked by observation and experiment.
Sigmund Freud
Freud is a famous figure in the field of psychology; Rosenfels (1980) also described
him as a towering literary figure and a very talented communicator who did his share
to raise the consciousness of the civilized world in psychological matters.
However, apart from these, Freud also made a significant contribution in 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 the method of
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.
Freud is not a traditional thinker. According to Weiner (2016), his method of

psychoanalysis was proven to be effective in understanding some neurological
conditions that were not understood by medicine at that time. His method was
unorthodox---focusing on human sexuality and the evil nature of man. This posed
immense challenges to scholars and ordinary citizens of his time. To some, they found
his ideas not easy especially in his explanations of human sexuality.
Cradles of Early Science
Development of Science in Mesoamerica
Mesoamerica includes the entire area of Central America from Southern Mexico up to
the border of South America. There is no doubt that the Mesoamerican region is rich
in culture and knowledge prior to the arrival of its European colonizers.
The Maya civilization is one of the famous civilizations that lasted for approximately
2,000 years. These people are known for their works in astronomy. They incorporated
their advanced understanding of astronomy into their temples and other religious
structures. This allows them to use their temples for astronomical observation. For
example, the pyramid at Chichén Itzá in Mexico is situated at the location of the Sun
during the spring and fall equinoxes.
Mayan knowledge and understanding about celestial bodies was advanced for their
time, as evidenced by their knowledge of predicting eclipse and using astrological
cycles in planting and harvesting. The Mayans are also known for measuring time
using two complicated calendar systems. These calendars were very useful for their
life especially in planning their activities and in observing their religious rituals and
cultural celebrations.
The Mayans also developed the technology for growing different crops and building
elaborate cities using ordinary machineries and tools. They built hydraulics system
with sophisticated waterways to supply water to different communities.
Furthermore, they used various tools and adapt themselves to innovations especially
in the field of arts. The Mayans built looms for weaving cloth and devised a rainbow of
glittery paints made from mineral called mica. They are also believed to be one of the
first people to produce rubber products 3,000 years before Goodyear received its
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patent in 1844.
The Mayans are considered one of the most scientifically advanced societies in
Mesoamerica. They are also famous as one of the world's first civilizations to use a
writing system known as the Mayan hieroglyphics. They were also skilled in
mathematics and created a number system based on the numeral 20. Moreover, they
independently developed the concept of zero and positional value, even before the
Romans did.
The Inca civilization is also famous in Mesoamerica. The Incas made advanced
scientific ideas considering their limitations as an old civilization. The following were
scientific ideas and tools that they developed to help them in everyday life:
1. roads paved with stones,
2. stone buildings that surmounted earthquakes and other disasters;
3. irrigation system and technique for storing water for their
crops to grow in all types of land;
4. calendar with 12 months to mark their religious festivals and prepare them for
planting season;
5. the first suspension bridge;
6. quipu, a system of knotted ropes to keep records that only experts can
interpret; and
7. Inca textiles since cloth were one of the specially prized artistic achievements.
Following the Inca, the Aztec civilization has also made substantial contributions to
science and technology and to the society as a whole. Some of their contributions are
the following:
1. Mandatory education. The Aztec puts value on education; that is why their
children are mandated to get education regardless universal or inclusive
education of their social class, gender, or age. It is an early form of universal
or inclusive education.
2. Chocolates. The Aztec in Mexico developed chocolate during their time. In
the Mayan culture, they used it as currency. The Aztec valued the cacao
beans highly and made it as part of their tribute to their gods.
3. Antispasmodic medication. They used a type of antispasmodic medication
that could prevent muscle spasms and muscles, which could help during
surgery.
4. Chinampa. It is a form of Aztec technology for agricultural farming in which the
land was divided into rectangular areas and surrounded by canals.
5. Aztec calendar. This enabled them to plan their activities, rituals, and planting
season.
6. Invention of the canoe. A light narrow boat used for traveling in water
systems
Development of Science in Asia
Asia is the biggest continent in the world and the home of many ancient civilizations. It
is a host to many cultural, economic, scientific and political activities of all ages. In the
field of science, technology, and mathematics, great civilizations have stood out: India,
China, and the Middle East civilizations. These civilizations were incomparable in
terms of their contributions to the development of knowledge during their time.
India
The Indians creatively developed various ideas and technologies useful in their
everyday lives. They are known for manufacturing iron and in metallurgical works.
Their iron steel is considered to be the best and held with high regard in the whole of
Roman Empire. India is also famous in medicine. For example, Ayurveda, a system of
traditional medicine that originated in ancient India before 2500 BC, medicinal
properties of plants that led them to develop medicines to cure is still practiced as a
form of alternative medicine. Ancient India is also notable in the field of astronomy.
They developed theories on the configuration of the universe, the spherical self-
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supporting Earth, and the year of 360 days with 12 equal parts of 30 days each.
Ancient India is also known for their mathematics. Bisht (1982) noted that the earliest
traces of mathematical knowledge in the Indian subcontinent appeared in the Indus
Valley Civilization. The people of this civilization, according to Bisht (1982), tried to
standardize measurement of length to a high degree of accuracy and designed a ruler,
the Mohenjo-daro ruler.
Clifford (2008) and Bose (1998) pointed out that Indian astronomer and mathematician
Aryabhata (476-550), in his Aryabhatiya, introduced a number of trigonometric
functions, tables, and techniques, as well as algorithms of algebra. In 628 AD, another
Indian, Brahmagupta, also suggested that gravity was a force of attraction, and lucidly
explained the use of zero as both a placeholder and a decimal digit, along with the
Hindu-Arabic numeral system now used universally throughout the world (Clifford,
2008; Bose, 1998). Another Indian named Madhava of Sangamagrama is also
considered as the founder of mathematical analysis (Joseph, 1991).
China
China is one of the ancient civilizations with substantial contributions in many areas of
life like medicine, astronomy, science, mathematics, arts, philosophy, and music,
among others. The Chinese are known for traditional medicines, a product of centuries
of experiences and discovery of the Chinese people. They discovered various medical
properties and uses of different plants and animals to cure human illness. An example
is the practice of acupuncture.
In terms of technology, the Chinese are known to develop many tools. Among their
famous discoveries and inventions were compass, papermaking, gunpowder, and
printing tools. They also invented other tools like iron plough, wheelbarrow, and
propeller, among others. They developed a design of different models of bridges
(Zhongguo ke xue yuan, 1983), invented the first seismological detector, and
developed a dry dock facility (Needham et al., 1971).
In the field of astronomy, the Chinese also made significant records on supernovas,
lunar and solar eclipses, and comets, which were carefully recorded and preserved to
understand better the heavenly bodies and their effects to our world (Mayall, 1939).
They observed the heavenly bodies to understand weather changes and seasons that
may affect their daily activities. They used lunar calendars, too. The Chinese are also
known in seismology. This made them more prepared in times of natural calamities.
China made substantial contributions in various fields. The list of their discoveries and
inventions is overwhelming. These contributions were made along with mathematics,
logic, philosophy, and medicine. However, cultural factors prevented these Chinese
achievements from developing into modem science. According to Needham (1986), it
may have been the religious and philosophical framework of Chinese intellectuals that
made them unable to accept the ideas of laws of nature.
Middle East Countries
The Middle East countries are dominantly occupied by Muslims. With the spread of
Islam in the 7th and 8th centuries, a period of Muslim scholarship, or what is called the
Golden Age of Islam lasted until the 13th century. The common language of Arabic,
access to Greek texts from the Byzantine Empire, and their proximity to India were
contributory to the intellectualization of the Muslims and provided their scholars
knowledge to create innovations and develop new ideas. But contrary to the Greeks,
Muslim scientists placed greater value on science experiments rather than plain-
thought experiments. This led to the development of the scientific method in the
Muslim world, and made significant improvements by using experiments to distinguish
between competing scientific theories set within a generally empirical orientation. A
Muslim scientist named Ibn al-Haytham is also regarded as the Father of Optics,
especially for his empirical proof of the intromission theory of light.
In mathematics, the mathematician Muhammad ibn Musa al- Khwarizmi gave his
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name to the concept of the algorithm while the term algebra is derived from al-jabr, the
beginning of the title of one of his publications. What is now known as the Arabic
Numeral System originally came from India, but Muslim mathematicians did make
several refinements to the number system, such as the introduction of decimal point
notation.
Muslim chemists and alchemists also played an important role in the foundation of
modern chemistry (Durant, 1980). In particular, some scholars considered Jäbir ibn
Hayyan to be the “Father of Chemistry” (Derewenda, 2007; Warren, 2005).
In the field of medicine, Ibn Sina pioneered the science of experimental medicine and
was the first physician to conduct clinical trials (Jacquart, 2008). His two most notable
works in medicine, the Book of Healing and The Canon of Medicine, were used as
standard medicinal texts in both the Muslim world and in Europe during the 17th
century. Among his many contributions are the discovery of the contagious nature of
infectious diseases and the introduction of clinical pharmacology (Craig & Walter,
2000).
There are numerous Muslim scholars who made significant contributions in the field of
science, mathematics, astronomy, philosophy and even in the field of social sciences.
The decline of this golden age of Islam started in the 1lth to 13th century due to the
conquest of the Mongols whereby libraries, observatories, and other learning
institutions were destroyed.
Development of Science in Africa
Africa is blessed with natural and mineral resources. Science also emerged in this part
of the planet long before the Europeans colonized it. The history of science and
mathematics show that similar to other ancient
civilizations, the early civilizations in Africa are knowledge producers, too
The ancient Egyptian civilization has contributed immensely and made significant
advances in the fields of astronomy, mathematics, and medicine. For example, the
development of geometry was a product of necessity to preserve the layout and
ownership of farmlands of the Egyptians living along the Nile River. The rules of
geometry were developed and used to build rectilinear structures, the post of lintel
architecture of Egypt. These early science activities in Egypt were developed to
improve the quality of life of the Egyptians especially in building their early homes and
cities. The great structures of the Egyptian pyramids and the early dams built to divert
water from the Nile River are some proofs of their advanced civilization.
Egypt was known to be a center of alchemy, which is known as the medieval

forerunner of chemistry. They tried to study human anatomy and pharmacology, and
applied important components such as examination, diagnosis, treatment, and
prognosis for the treatment of diseases. These components displayed strong parallels
to the basic empirical method of studying science.
Astronomy was also famous in the African region. For instance, documents show that
Africans used three types of calendars: lunar, solar, and stellar, or a combination of
the three. Metallurgy was also known in the African regions during the ancient times.
North Africa and the Nile Valley imported iron technology from the Near East region
that enabled them to benefit from the developments during the Bronze Age until the
Iron Age. They invented metal tools used in their homes, in agriculture, and in building
their magnificent architectures.
Mathematics was also known to be prominent in the life of early people in the African
continent. The Lebombo Bone from the mountains between Swaziland and South
Africa, which may have been a tool for multiplication, division, and simple
mathematical calculation or a six- month lunar calendar, is considered to be the oldest
known mathematical artifact dated from 35,000 BCE. Ancient Egyptians are good in
the four fundamental mathematical operations and other mathematical skills. They
have knowledge of the basic concepts of algebra and geometry. The Islamic regions
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in Africa during the medieval period was also benefiting from mathematical learning,
which is considered advanced during those times, such as algebra, geometry, and
trigonometry.
Enrichment Activity 1. Review the history of science and make a timeline highlighting the major
Activities discoveries and developments in science.
Activity 2. How did society shape science and how did science shape society? You
may present your output through the following: (a) essay or (b) poster
Rubric 1: Timeline
4 3 2 1
Content/Facts Facts were Facts were Facts were Facts were
accurate for accurate for accurate for often
all events at least 80% at least 60% inaccurate for
reported on of all events of all events events
the timeline reported on reported on reported on
the timeline the timeline the timeline
Resources The timeline The timeline The timeline The timeline
contained at contained at contained at contained less
least 9 events least 7 events least 5 events than 5 events
related to the related to the related to the related to the
topic topic topic topic
Rubric 2. Essay
5 =A comprehensive/analytical essay (uses all documents, strong thesis, extensive
outside information)
4= B well written/includes some analysis (uses 6-8 documents, good thesis, strong
3= C well written but lacks balance/lacks analysis (uses 5-6 documents, acceptable
thesis, limited outside information)
2 = D weak Essay/ lacks organization/no analysis (uses at least 5 documents, simple
thesis, little outside information)
1 = F poorly written/barely addresses question (less than 5 documents, no thesis, no
outside info, factual errors)
Rubric 3. Poster
Criteria 1 2 3
Content Hardly shows an Shows fair Shows a good
understanding of understanding of understanding of
concepts. Minimal job concepts. concepts. Good
or research Acceptable job or job or research
research
Clarity Hardly makes sense Makes some Easy to
sense understand
Creativity Quality of work is Quality of work is Quality of work is
poor, showing no fair, showing little competent,
imagination imagination showing some
imagination
Comprehension 1. Explain science as a body of knowledge.
Check 2. Define scientific revolution.
3. Enumerate those intellectuals who made essential contributions in science during
the period of scientific revolution.
4. What is/are the contribution/s of Nicolaus Copernicus, Charles Darwin, and
Sigmund Freud to modern science?
5. What are the various contributions of earliest people in Asia, Europe, Mesoamerica,
and Africa in the development of science?
Answers:
1. Science as a body of knowledge. It is a subject or discipline, a field of study, or a
body of knowledge that with the process of learning about the natural and physical
world.
2. Scientific revolution is a golden age in the history of science. It marked the birth of
science as a discipline and as a field of inquiry and gave birth to the development of
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the scientific method. It was the time in the history of science where many scientific
ideas and discoveries, which were considered innovative and useful, were developed.
3. There were many intellectuals who made essential contributions in science during
the period of scientific revolution. They are Nicolaus Copernicus, Charles Darwin and
Sigmund Freud.
4. Nicolaus Copernicus developed a model of the universe in which everything moved
around a single center at unvarying rates. He placed the Sun in the center of the
universe and all the planets were surrounding or orbiting it. Copernicus’ model of the
planets orbiting around the Sun automatically positioned the planets into a logical
sequence. Charles Darwin made significant contribution in the field of evolutionary
biology and philosophy of science. His theory of evolution by natural selection is very
useful in many fields until now. Sigmund Freud developed the idea of psychoanalysis
that helped in understanding human behaviour especially neurological conditions.
5. Science developed in different parts of the world: in Asia, Europe, Mesoamerica,
and Africa. People in these continents invented tools to help them in everyday life,
discovered medicines to cure diseases, observed heavenly bodies, built structures,
discovered many things, and invented mathematics as a tool and as a discipline.
Science provided different ancient civilizations the means to survive and understand
the natural and physical world. It also enabled human beings to develop various
technologies that helped them in their everyday tasks.
References Clifford, P. (2008). Archimedes to Hawking: Laws of Science and the Great Minds
Behind Them. New York: Oxford University Press.
Craig, B. & Walter, D. (2000). “Clinical Pharmacology in the Middle Ages: Principles
that Presage the 21st century.” Clinical Pharmacology & Therapeutics. 67 (5): 447-
450.
Derewenda, Z. (2007). “On Wine, Chirality and Crystallography.” Acta
Crystallographica Section. Section A, Foundations of Crystallography. 64(0) 246-
258.
Gribbin, J. (2003). Science: A History. London, UK: Penguin Books.
Jacquart, D. (2008). “Islamic Pharmacology in the Middle Ages: Theories and
Substances.” European Review. Cambridge: Cambridge University Press. 16:
219-27.
Sarma, K. (2008). “Astronomy in India.” Encyclopaedia of the History of Science,
Technology, and Medicine in Non-Western Cultures (2nd Ed.). Berlin: Springer
Science & Business Media.
Warren, J. (2005). “War and the Cultural Heritage of Iraq: A Sadly Mismanaged
Affair.” Third World Quarterly. 26 (4-5): 815-830.
Weiner, E. (2016). The Geography of Genius: Lessons from the World’s Most
Creative Places. New York: Simon & Schuster.
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Module 2 Science, Technology, and Nation-Building

Competencies 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; and
3. Identify actual science and technology policies of the government and appraise their
impact on the development of the Filipino nation.
Discussion Brief Historical Background of Science and Technology in the Philippines
The history of science and technology in the Philippines started way back before the
country gained its independence from the American colonizers. Before the coming of
the Spanish colonizers, the early inhabitants of the archipelago had their own culture
and traditions. They had their own belief system that keeps them organized and
sustained their lives and communities for many years.
Science, in pre-Spanish Philippines, is embedded in the way of life of the people.

Scientific knowledge is observed in the way they plant their crops that provide them
food, in taking care of animals to help them in their daily tasks, and for food
production. Science is observed in the way they interpret the movements of heavenly
bodies to predict seasons and climates, and in organizing days into months and years.
They use science in preparing the soil for agricultural purposes and like any other
ancient cultures; they discovered the medicinal uses of plants.
Technology is used by people in building houses, irrigations, and in developing tools

that they can use in everyday life. They developed tools for planting, hunting, cooking,
and fishing; for fighting their enemies during war or tribal conflicts; and for
transportation, both on land and on waterways. They also developed technologies in
creating musical instruments.
The different archaeological artifacts discovered in different parts of the country also
prove that the Metal Age also had a significant influence on the lives of early Filipinos.
The sophisticated designs of gold and silver jewelry, ceramics, and metal tools proved
that their technological ideas helped in the development of different tools. Also, trading
with China, Indonesia, Japan, and other nearby countries have influenced their lives
by providing different opportunities for cultural and technological exchange.
All these ancient practices in science and technology are considered now as
indigenous science or folk science.
When the Spaniards colonized the country, they brought with them their own culture
and practices. They established schools for boys and girls and introduced the concept
of subjects and disciplines. It was the beginning of formal science and technology in
the country, known now as school of science and technology.
Learning of science in school focuses on understanding different concepts related to

the human body, plants, animals, and heavenly bodies. Technology focuses on using
and developing house tools used in everyday life.
Life during the Spanish era slowly became modernized, adapting some Western
technology and their ways of life. The Filipinos developed ways to replicate the
technology brought by the Spaniards using indigenous materials. Medicine and
advanced science were introduced in formal colleges and universities established by
the Catholic orders.
The galleon trade has brought additional technology and development in the
Philippines. Although it is only beneficial for the Spaniards, these trades allowed other
ideas, crops, tools, cultural practices, technology, and Western practices to reach the
countries. Some Filipino students who were able to study in Europe also contributed to
the advancement of medicine, engineering, arts, music, and literature in the country.
The Philippines, being one of the centers of global trade in Southeast Asia during that
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time, was considered to be one of the most developed places in the region. Although
the country is blessed with these developments, the superstitious beliefs of the people
and the Catholic doctrines and practices during the Spanish era halted the growth of
science in the country.
The Americans have more influence in the development of science and technology in
the Philippines compared to the Spaniards. They established the public education
system, improved the engineering works and the health conditions of the people. They
established a modern research university, the University of the Philippines, and
created more public hospitals than the former colonial master. The mineral resources
of the country were explored and exploited during American times. Transportation and
communication systems were improved, though not accessible throughout the
country.
The Americans did everything to “Americanize” the Philippines. They recognized 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, until it
became a subject formally known as “Science.” The teaching of science in higher
education has also greatly improved and modernized. Researches were done to
control malaria, cholera, and tuberculosis and other tropical diseases.
The desire of the Americans to develop the human resources of the Philippines to
serve their own interests is, somehow, beneficial in the country. These allowed
American scholars to introduce new knowledge and technology in the country. The
Protestant church missions in different places in the country also brought hospitals
and schools to far-flung areas. Little by little, these efforts built a stronger foundation
for science and technology in the country.
However, 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 were destroyed. The country had a difficult time to rebuild itself from the
ruins of the war. The human spirit to survive and rebuild the country may be strong but
the capacity of the country to bring back what was destroyed was limited. The
reparation funds focused on building some institutions and public facilities like schools,
hospitals, and transportation systems.
Since the establishment of the new republic, the whole nation has been focusing on
using its limited resources in improving its science and technological capability. It has
explored the use of ODA or Overseas Development Allocations from different
countries to help the country improve its scientific productivity and technological
capability. Human resource development is at the heart of these efforts focusing on
producing more engineers, scientists, technology experts, doctors and other
professionals in the country.
The development of science and technology in the Philippines, based on its brief
history, is shaped by several factors and influences. Like in the history of science in
other countries, it is always shaped by human and social activities, both internal and
external.
Internal Influences
 Survival Development
 Culture of Science
 Economic Activities and
Technology in
the
External Influences
Philippines
 Foreign Colonizers
 Trade with Foreign Countries
 International Economic Demands
Figure 1. Influences in the Development of Science and Technology in the Philippines
Science and technology may have significant impact on the lives of the people and in
the development of the Philippine society. However, improving the quality of science
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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 few students
enrolling in science and technology courses.
Government Policies on Science and Technology
The Philippine government introduced and implemented several programs, projects,

and policies to boost the area of science and technology. The goal is to 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.
Padilla-Concepcion (2015) reported that in 2015, in response to the ASEAN 2015

Agenda, the government, particularly the Department of Science and Technology
(DOST), has sought the expertise of the National Research Council of the Philippines
(NCRP) to consult various sectors in the society to study how the Philippines can
prepare itself in meeting the ASEAN 2015 Goals. As a result of the consultation, the
NCRP is expected to recommend policies and programs that will improve the
competitiveness of the Philippines in the ASEAN Region.
The NCRP clustered these policies into four, namely:
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
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 Food and Drug Administration
 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 two percent 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
There are also other existing programs supported by the Philippine government
through the DOST, Some of these projects are the following:
 Providing funds for basic research and patents related to science and technology.
The government funds basic and applied researches.
 Providing scholarships for undergraduate and graduate studies of students in the
field of science and technology.
 Establishing more branches of the Philippine Science High School System for
training young Filipinos in the field of science and technology
 Creating science and technology parks to encourage academe and industry
partnerships.
 Balik Scientist Program to encourage Filipino scientists abroad to come home and
work in the Philippines or conduct research and projects in collaboration with
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Philippine-based scientists.
 The establishment of the National Science Complex and National Engineering
Complex within the University of the Philippines campus in Diliman.
The Philippine-American Academy of Science and Engineering (PAASE, 2008)

identified several capacity-building programs such as:
 Establishment of national centers of excellence
 Manpower and institutional development programs, such the Engineering and
Science Education Program (ESEP) to produce more PhD graduates in science
and engineering
 Establishment of regional centers to support specific industries that will lead the
country in different research and development areas
 Establishment of science and technology business centers to assist, advise, and
incubate technopreneurship ventures
 Strengthen science education at an early stage through the Philippine Science
High School system
In the field of education, several science-related programs and projects were created
to develop the scientific literacy of the country.
Special science classes were organized and special science elementary schools were
established in different regions. Aside from these, science and mathematics in basic
education were continuously improved. The current K to 12 education program
included Science, Technology, Engineering, and Mathematics (STEM) as one of its
major tracks in the senior high school program to encourage more students to enroll in
science-related fields in college.
Lately, the Commission on Higher Education launched its Philippine-California

Advanced Research Institutes (PICAR) Project to allow several higher education
institutions in the Philippines and some US-based laboratories, research institutes,
and universities to work on research and projects related to science, agriculture
engineering, health, and technology. This project is hoped to strengthen the STEM
competitiveness of the country.
There are many other areas and fields that the country is looking forward to embark
various research and projects. The following are some of them:
1. Use of alternative and safe energy
2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Climate change and global warming
5. Increasing food production
6. Preservation of natural resources
7. Coping with natural disasters and calamities
8. Infrastructure development
The Philippine Congress has also created various laws related to science and
technology. These laws serve as a legal framework for science and technology in the
country. These laws vary according to different themes such as: conservation, health-
related, technology-building, and supporting basic research, among others. Some
laws and policies are in line with international treaties such as the United Nations
(UN), United
Nations Educational, Scientific and Cultural Organization (UNESCO), Association of
Southeast Asian Nations (ASEAN) and other international agencies.
National Goals
SCIENCE AND
International Treaty TECHNOLOGY
 Policies
Legal Frameworks
 Programs
 Projects
Social Needs, Issues & Problems
Figure 2. Development of Science and Technology Policies in the Philippines
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As shown in the diagram, the development of policies in science and technology is

shaped or influenced by several variables: policies need to be aligned to national
goals, consider international commitments based on legal frameworks, and respond to
various social needs, issues, and problems. Science and technology policies ensure
that the whole country and all people will experience the progress that science can
bring. Policies are guides to direct all efforts to a goal of developing a scientifically
advanced country.
Famous Filipinos in the Field of Science
School science is filled with names of foreign scientists: Einstein, Galileo Galilei,
Newton, Faraday, Dawin, and many other Western scientists. We rarely hear of
Filipino scientists being discussed in science classes. Lee-Chua (2000) identified 10
outstanding Filipino scientists who have made significant contributions in Philippine
science. These scientists are also famous abroad especially in different science
disciplines: agriculture, mathematics, physics, medicine, marine science, chemistry,
engineering, and biology.
These Filipino scientists are:
1. Ramon Cabanos Barba- for his outstanding research on tissue culture in

Philippine mangoes
2. Josefino Cacas Comiso-for his works on observing the characteristics of
Antarctica by using satellite images
3. Jose Bejar Cruz Jr. - known internationally in the field of electrical engineering;
was elected as officer of the famous Institute of Electrical and Electronic
Engineering
4. Lourdes Jansuy Cruz – notable for her research on sea snail venom
5. Fabian Millar Dayrit – for his research on herbal medicine
6. Rafael Dineros Guerrero III for his research on tilapia culture
7. Enrique Mapua Ostrea Jr. – for inventing the meconium drugs testing
8. Lilian Formalejo Patena - for doing research on plant biotechnology
9. Mari-Jo Panganiban Ruiz - for being an outstanding educator and graph theorist
10. Gregory Ligot Tangonan - for his research in the field of communications
technology
There are other outstanding Filipino scientists who are recognized here and abroad for
their outstanding contributions in science:
 Caesar A. Saloma - an internationaly renowned physicist

 Edgardo Gomez - famous scientist in marine science
 William Padolina - chemistry and president of National Academy of Science and
Technology (NAST)-Philippines
 Angel Alcala - marine science
There are other scientists in the Philippines who were not identified in the list. Yet, the
Philippines still need more scientists and engineers, and there is a need to support
scientific research in the country. The University of the Philippines-Los Baños is a
science paradise for agriculture, forestry, plant and animal science, and veterinary
science. It has produced numerous scientists and various research in the fields
mentioned. The University of the Philippines-Visayas is also a national center for
marine science, fisheries, and other related sciences. The University of the
Philippines-Manila is a center of excellence and produced many researchers, doctors,
health professionals, and scientists in the area of medical and public health. The
University of the Philippines- Diliman also has established a national science and
engineering complex to develop more research and produce more scientists and
engineers in the country. The government must find ways to establish more research
laboratories and research institutes. There is also a need to find ways on how their
researches are disseminated in the public.
Many of these Filipino scientists are products of good school science. It means they
were taught and inspired by great teachers. Their interests in science started to
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manifest during their childhood years. Their natural environment ignited their curiosity
to learn more about the natural and physical environment. Schools and the
laboratories where they studied and worked nurtured this.
Individual Interests SCHOOL

in Science SCIENCE
SCIENCE
LABORATORIES
Family
(TEACHERS AND
(REAL-LIFE
LEARNING
CONTEXT)
Natural ENVIRONMENT)
Environment
FILIPINO SCIENTISTS
Figure 3. Factors that Influence Development of Filipino Scientists
Many Filipino scientists, whether they are in the country or abroad, always excel in
their job. The Filipino spirit in their souls has never faded.
They continue to bring honor to the country. They make ordinary things in an
extraordinary way. They are always at par with other scientists in spite of the limited
facilities we have here in the country.
Enrichment 1. Identify several Filipino scientists. Research on their contributions in the field of
Activity science. Examine what made them pursue a career in science.
2. If you are to implement a science-and-technology related policy in the Philippines,
what would it be and why?
5 =A comprehensive/analytical essay (uses all documents, strong thesis, extensive

4= B well written/includes some analysis (uses 6-8 documents, good thesis, strong
3= C well written but lacks balance/lacks analysis (uses 5-6 documents, acceptable
thesis, limited outside information)
2 = D weak Essay/ lacks organization/no analysis (uses at least 5 documents, simple
thesis, little outside information)
1 = F poorly written/barely addresses question (less than 5 documents, no thesis, no
outside info, factual errors
Comprehension 1. Which of the following policies is under Social Sciences, Humanities, Education,
Check International Policies and Governance?
A. Formulation of common food and safety standards
B. Emphasizing degrees, licenses, and employment opportunities
C. Emphasizing teaching in the mother tongue
D. Creating an education council dedicated to standardization of pharmaceutical
services and care
2. Which is a program of the Department of Science and Technology (DOST)?
A. Providing scholarships for undergraduate and graduate studies of students in
the field of science and technology.
B. Establishing more branches of the Philippine Science High School System for
training young Filipinos in the field of science and technology
C. Balik Scientist Program to encourage Filipino scientists abroad to come home
and work in the Philippines or conduct research and projects in collaboration with
D. All of the above.
3. Which of the following is NOT a capacity-building program of the Philippine-
American Academy of Science and Engineering (PAASE)?
A. Establishment of science and technology business centers to assist, advise,
and incubate technopreneurship ventures
B. Establishment of regional centers to support specific industries that will lead the
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country in different research and development areas

C. Strengthen science education at an early stage through the Philippine Science
High School system
D. Balik Scientist Program to encourage Filipino scientists abroad to come home
4. A notable Filipino scientist known for her research on sea snail venom?
A. Lourdes Jansuy Cruz
B. Lilian Formalejo Patena
C. Mari-Jo Panganiban Ruiz
D. Angel Alcala
5. He is known for his outstanding research on tissue culture in Philippine mangoes.
A. Josefino Cacas Comiso
B. Ramon Cabanos Barba
C. Fabian Millar Dayrit
D. Gregory Ligot Tangonan
Answer Key:
1. C. Emphasizing teaching in the mother tongue
2. D. All of the above.
3. D. Balik Scientist Program to encourage Filipino scientists abroad to come home
4. A. Lourdes Jansuy Cruz
5. B. Ramon Cabanos Barba
References Conception, G.P. (Editor). (2012). Science Philippines: Essays in Science by Filipinos
Volumes 1-3. Diliman, Quezon City: University of the Philippines Press.
Conception, G.P., Padlan, E.A. & Saloma, C.A. (Editors). (2008). Selected Essays on
Science and Technology for Securing a Better Philippines. Diliman, Quezon City:
University of the Philippines Press.
Lee-Chua, Q. (2000). 10 Outstanding Filipino Scientists. Quezon City: Anvil
Publishing.
Padilla-Conception, G. (2015). Science Philippines: Essays on Science by Filipinos
Volume III. Quezon City: University of the Philippines Press.
Philippine-American Association for Science and Engineering (2008). “Science and
Technology in Economic Development.” In Selected Essays on Science and
Technology for Securing a Better Philippines. 1.6-9.
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Module 3 Science Education in the Philippines

Competencies 1. Discuss the concept of science education; and
2. Identify science schools established to promote science education in the
Philippines
Discussion The Philippines is trying its best to improve the state of science education in the
country. This lesson will discuss the concept of science education and will identify
some strategies to promote science education in the country. One of the strategies is
to establish science schools that will encourage students to pursue their career in
science and technology and to nurture their gifted potentials in science.
The Concept of Science Education
Science education focuses on teaching, learning, and understanding science.

Teaching science involves developing ways on how to effectively teach science. This
means exploring pedagogical theories and models in helping teachers teach scientific
concepts and processes effectively. Learning science, on the other hand, includes
both pedagogy and the most interesting aspect, which is helping students understand
and love science. Understanding science implies developing and applying science-
process skills and using science literacy in understanding the natural world and
activities in everyday life.
Getting deeper into the discourse of science education, John Dewey (2001) stressed
the importance of utilizing the natural environment to teach students. Accordingly,
nature must indeed furnish its physical stimuli to provide wealth of meaning through
social activities and thinking. It is not surprising therefore that science education is
important. In fact, Marx (1994) opines that science is going to be one of the most
important school subjects in the future.
Science education is justified by the vast amount of scientific knowledge developed in

this area that prepares citizens in a scientifically and 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 (Tilghman, 2005). 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 skills that are needed in coping
up with daily life activities (Chaille & Britain, 2002). Science education also develops
positive attitude such as: the love for knowledge, passion for innovative things,
curiosity to study about nature, and creativity (Lind, 1997). Science education will
develop a strong foundation for studying science and for considering science-related
careers in the future. This is an investment for the country to develop a scientifically
cultured and literate citizenry.
In tertiary education, science education deals with developing students' understanding

and appreciation of science ideas and scientific works. This is done through offering
basic science courses in the General Education curriculum. Science education in the
tertiary level also focuses on the preparation of science teachers, scientists,
engineers, and other professionals in various science-related fields such as
engineering, agriculture, medicine, and health sciences. The state provides
scholarships to encourage more students to pursue science courses.
Science Schools in the Philippines
One outstanding program for science education supported by the government is the
establishment of science schools in various parts of the country. There are also
several government programs implemented by the
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Department of Education and few private schools for science education.
Philippine Science High School System (PSHSS)
This is a government program for gifted students in the Philippines. It is a service

institute of the Department of Science and Technology (DOST) whose mandate is to
offer free scholarship basis for secondary course with special emphasis on subjects
pertaining to the sciences, with the end-view of preparing its students for a science
career (Republic Act No. 3661). The school maintains a dormitory for all its students.
Since its inception, the PSHSS continues to pursue its vision to develop Filipino
science scholars with scientific minds and passion for excellence. PSHSS students
have proven to be a beacon of excellence, courage, and hope for the country. They
have brought honor to the Philippines through their exemplary achievements in
various international competitions and research circles. When the students graduate
from the school, they are expected to pursue degrees in science and technology at
various colleges and universities locally or abroad.
Special Science Elementary Schools (SSES) Project
The Special Science Elementary Schools (SSES) Project is in pursuance to DepEd

Order No. 73 s. 2008, and DepEd Order No. 51 s. 2010. This project started in June
2007 with 57 identified elementary schools that participated or were identified as
science elementary schools in the country. Since its inception, the number have grown
to more than 60 schools nationwide and this is now its sixth year of implementation.
The SSES Project aims to develop Filipino children equipped with scientific and
technological knowledge, skills, and values. Its mission is to:
 provide a learning environment to science-inclined children through a special
curriculum that recognizes the multiple intelligences of the learners;
 promote the development of lifelong learning skills; and
 foster the holistic development of the learners.
The subject Science and Health is taught in Grade I with a longer time compared to
other subjects: 70 minutes for Grades I to III and 80 minutes for Grades IV to VI. The
curriculum also utilizes different instructional approaches that address the learning
styles and needs of the learners like the use of investigatory projects.
Quezon City Regional Science High School
The school was established on September 17, 1967. Originally, it was named Quezon
City Science High School. It was turned into a regional science high school for the
National Capital Region in 1999. The school was a product of a dream to establish a
special science school for talented students in science and mathematics. The focus of
the curriculum is on science and technology. The school still teaches the basic
education courses prescribed by the Department of Education (DepEd) for secondary
education. However, there are additional subjects in sciences and technology that
students should take. The school envisions to serve as a venue in providing maximum
opportunities for science-gifted students to develop spirit of inquiry and creativity. The
school is well-supported by
the local government unit and by the Parents and Teachers Association
(PTA). The school is under the Department of Education.
Manila Science High School
The school was established on October 1, 1963 as the Manila Science High School
(MSHS). It is the first science high school in the Philippines. The organization and
curriculum of the school puts more emphasis on science and mathematics. MSHS
aims to produce scientists with souls. In order to do this, humanities courses and other
electives are included in their curriculum. Students are also encouraged to participate
in various extracurricular activities. The school administers an entrance exam, the
Manila Science High School Admission Test (MSAT), for students who wish to enroll.
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The MSAT has five parts: aptitude in science, aptitude test in mathematics, problem-
solving test in science, problem-solving test in mathematics, and proficiency in
English. The school prides itself from producing outstanding alumni and for winning
various national competitions.
Central Visayan Institute Foundation
It is the home and pioneer of the prominent school-based innovation known as the
Dynamic Learning Program (DLP). The DLP is a synthesis of classical and modern
pedagogical theories adapted to foster the highest level of learning, creativity, and
productivity.
The school takes pride in its Research Center for Theoretical Physics (RCTP)
established in 1992, which organizes small international workshops to foster the
informal but intense exchange of ideas and perspectives on outstanding problems in
physics and mathematics.
Enrichment 1. Discuss science-related issues and problems in the country.

Activities 2. Are there private schools with outstanding science education programs?
Identify and compare their science education programs with public science
schools.
Criterion 4 3 2 1
Focus and There is one clear, well- There is one clear, There is one topic.
Details focused topic. Main well-focused topic. Main ideas are The topic and main
ideas are clear and are Main ideas are clear somewhat clear. ideas are not clear.
well supported by but are not well
detailed and accurate supported by
information. detailed information.
Organization The introduction is The introduction The introduction There is no clear
inviting, states the main states the main topic states the main introduction,
topic, and provides an and provides an topic. A conclusion structure, or
overview of the paper. overview of the is included. conclusion.
Information is relevant paper. A conclusion
and presented in a is included.
logical order. The
conclusion is strong.
Voice The author’s purpose of The author’s The author’s The author’s
writing is very clear, and purpose of writing is purpose of writing purpose of writing
there is strong evidence somewhat clear, and is somewhat clear, is unclear.
of attention to audience. there is some and there is
The author’s extensive evidence of attention evidence of
knowledge and/or to audience. The attention to
experience with the topic author’s knowledge audience. The
is/are evident. and/or experience author’s knowledge
with the topic is/are and/or experience
evident with the topic is/are
limited.
Word The author uses vivid The author uses The author uses The writer uses a
Choice words and phrases. The vivid words and words that limited vocabulary.
choice and placement of phrases. The choice communicate Jargon or clichés
words seems accurate, and placement of clearly, but the may be present
natural, and not forced. words is inaccurate writing lacks and detract from
at times and/or variety. the meaning.
seems overdone.
Sentence All sentences are well Most sentences are Most sentences Sentences sound
Structure, constructed and have well constructed and are well awkward, are
Grammar, varied structure and have varied constructed, but distractingly
Mechanics, length. The author structure and length. they have a similar repetitive, or are
& makes no errors in The author structure and/or difficult to
Spelling grammar, mechanics, makes a few errors length. The understand. The
and/or spelling. in author makes author makes
grammar, several errors in numerous errors
mechanics, grammar, in grammar,
and/or spelling, but mechanics, and/or mechanics, and/or
they do not interfere spelling that spelling that
with understanding. interfere with interfere with
understanding understanding.
Comprehension
Check 1. What is science education?
A. It focuses on teaching, learning, and understanding science.
B. It cultivates students' curiosity about the world and enhances scientific thinking.
C. It aims to enhance students' scientific literacy through investigative activities
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that involve planning, measuring, observing, analysing data, designing and

evaluating procedures, and examining evidence.
2. Which of the following is the reason why science education is important?
A. Few high school graduates are competent in these areas.
B. More students are pursuing science-related careers.
C. Many new jobs are in science and technology-related fields.
3. This school was established in order to provide a special science school for talented
students in science and mathematics.
A. Quezon City Regional Science High School
B. Manila Science High School
C. University of the Philippines
D. University of Santo Tomas
4. This school puts more emphasis on science and mathematics education and aims
to produce scientists with souls by offering humanities courses and other electives in
their curriculum.
A. Quezon City Regional Science High School
B. Manila Science High School
C. University of the Philippines
D. University of Santo Tomas
5. Which of the following is NOT true about the Philippine Science High School
System?
A. It is a government program for gifted students in the Philippines.
B. 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.
C. It organizes small international workshops to foster the informal but intense
exchange of ideas and perspectives on outstanding problems in physics and
mathematics.
D. Its vision to develop Filipino science scholars with scientific minds and passion
for excellence.
Answers:
3. A. Quezon City Regional Science High School
4. B. Manila Science High School
5. C. It organizes small international workshops to foster the informal but intense
exchange of ideas and perspectives on outstanding problems in physics and
mathematics
References Carale, L.R., & Campo, P.C. (2003). Concept Development in Filipino Children: The Circulatory
System. Quezon City: University of the Philippines, National Institute of Science and
Mathematics Education.
Carale, L.R., & Campo, P.C. (2003). Concept Development in Filipino Children: The Circulatory
System. Quezon City: University of the Philippines, National Institute of Science and
Mathematics
Central Visayas Institute of Technology. (2013). "Science Curriculum for K-12." Accessed January
26, 2017. http://cvif.awardspace. com/Department of Education.
Department of Education. (2002). "Primer on 2002 Elementary Education Curriculum.
Department of Education. (2002). "The 2002 Basic Education Curriculum."
Department of Education Order 57 s. 2011. "Policy Guidelines in the Implementation of the Special
Science Elementary Schools (SSES) Project."
Knight, D. (1986). The Age of Science: The Scientific World-view in the Nineteenth Century. Oxford:
Basil Blackwell Inc.
Lind, KA. (1997). "Science in the Developmentally Appropriate Integrated Curriculum." In C.H. Hart,
D.C. Burts, and R. Charlesworth, (Eds.), Integrated Curriculum and Developmentally
Appropriate Practice: Birth to Age Eight. (pp. 75-101). New York: State University of New York
Press.
Marx, G. (1994). "Shortcut to the Future." In B. Jennison and J. Ogborn, (Eds.), Wonder and
Delight: Essays in Science Education in Honor of the Life and Work of Eric Rogers 1902-1990.
(pp. 5-18). London: Institute of Physics Publishing.
Manila Science High School. Accessed January 26, 2017. http:// manilascience.edu.ph/.
Meador, K.S. (2005). "Thinking Creatively About Sience: Suggestions for Primary Teachers." In S.
Johnson and J. Kendrick, (Eds.), Science education for Gifted Students (pp. 13-22). Texas:
Prufrock Press, Inc
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Module 4 Indigenous Science and Technology in the Philippines

Competencies 1. Discuss the concept of indigenous science; and
2. Discuss the contribution of indigenous science in the development of science
and technology in the Philippines
Discussion This lesson focuses on indigenous science and technology in the Philippines.
Filipinos, especially during the early times, tried to invent tools that will help them in
everyday life. They also developed alternative ideas in explaining various phenomena
and in explaining the world around them. This system of knowledge is called
indigenous knowledge, which is the foundation of indigenous science
Indigenous Knowledge System
Indigenous knowledge is embedded in the daily life experiences of young children as

they grow up. They live and grow in a society where the members of the community
prominently practice indigenous knowledge. Their parents and other older folks served
as their first teachers and their methods of teaching are very effective in transmitting
cultural knowledge in their minds. The lessons they learned are intimately interwoven
with their culture and the environment. These lessons comprised of good values and
life stories of people on their daily life struggles. Their views about nature and their
reflections on their experiences in daily life are evident in their stories, poems, and
songs.
Some examples of indigenous knowledge that are taught and practiced by the
indigenous people are:
 predicting weather conditions and seasons using knowledge in observing

animals' behavior and celestial bodies;
 using herbal medicine;
 preserving foods;
 classifying plants and animals into families and groups based on cultural
properties;
 preserving and selecting good seeds for planting;
 using indigenous technology in daily lives;
 building local irrigation systems;
 classifying different types of soil for planting based on cultural properties;
 producing wines and juices from tropical fruits; and
 keeping the custom of growing plants and vegetables in the yard.
Indigenous Science
Indigenous science is part of the indigenous knowledge system practiced by different

groups of people and early civilizations (Gribbin, 2001; Mkapa, 2004; Sibisi, 2004). It
includes complex arrays of knowledge, expertise, practices, and representations that
guide human societies in their enumerable interactions with the natural milieu:
agriculture, medicine, naming and explaining natural phenomena, and strategies for
coping with changing environments (Pawilen, 2005). Ogawa (1995) claimed that it is
collectively lived in and experienced by the people of a given culture.
According to Cajete (2004), indigenous science includes everything, from metaphysics

to philosophy and various practical technologies practiced by indigenous peoples both
past and present. Iaccarino (2003) elaborated this idea by explaining that science is a
part of culture, and how science is done largely depends on the cultural practices of
the people.
Indigenous beliefs also develop desirable values that are relevant or consistent to
scientific attitudes as identified by Johnston (2000), namely: (1) motivating attitudes;
(2) cooperating attitudes; (3) practical attitudes, and (4) reflective attitudes. These
cultural beliefs therefore can be good foundation for developing positive values toward
learning and doing science and in bringing science in a personal level.
Pawilen (2005) explained that indigenous science knowledge has developed diverse
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structures and contents through the interplay between the society and the
environment. According to Kuhn (1962), developmental stages of most sciences are
characterized by continual competition between a number of distinct views of nature,
each partially derived from, and all roughly compatible with the dictates of scientific
observation and method. Sibisi (2004) also pointed out that indigenous science
provides the basics of astronomy, pharmacology, food technology, or metallurgy,
which were derived from traditional knowledge and practices.
Pawilen (2006) developed a simple framework for understanding indigenous science.

Accordingly, indigenous science is composed of traditional knowledge that uses
science process skills and guided by community values and culture.
INDIGENOUS SCIENCE
Uses guided by composed of

Science Process Skills Community Culture and Values Traditional Knowledge
Figure 1. The Concept of Indigenous Science
1. Indigenous science uses science process skills such as observing, comparing,

classifying, measuring, problem solving, inferring, communicating, and predicting.
2. Indigenous science is guided by culture and community values
such as the following:
 The land is a source of life. It is a precious gift from the creator.
 The Earth is revered as "Mother Earth." It is the origin of their identity as
people.
 All living and nonliving things are interconnected and interdependent with each
other.
 Human beings are stewards or trustee of the land and other natural resources.
They have a responsibility to preserve it.
 Nature is a friend to human beings it needs respect and proper care.
3. Indigenous science is composed of traditional knowledge practiced and valued by
people and communities such as ethno-biology, ethno-medicine, indigenous farming
methods, and folk astronomy.
Indigenous science is important in the development of science technology in the

Philippines. Like the ancient civilizations, indigenous science gave birth to the
development of science and technology as a field and as a discipline. Indigenous
science helped the people in understanding the natural environment and in coping
with everyday life. UNESCO’s Declaration on Science and the Use of Scientific
Knowledge (1999) recognized indigenous science as a historical and valuable
contribution to science and technology.
Enrichment Identify a Filipino indigenous knowledge that is being practiced in your community and
Activities research its connection to science and technology.
Criterion 4 3 2 1
Focus and There is one There is one There is one
Details clear, well- clear, well- topic. The topic and
focused topic. focused topic. Main ideas main ideas are
Main ideas are Main ideas are are somewhat not clear.
clear and are clear but are clear.
well supported not well
by detailed and supported by
accurate detailed
information. information.
Organization The introduction The The There is no
is inviting, states introduction introduction clear
the main topic, states the main states the introduction,
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and provides an topic and main topic. A structure, or

overview of the provides an conclusion is conclusion.
paper. overview of the included.
Information is paper. A
relevant and conclusion is
presented in a included.
logical order.
The conclusion
is strong.
Voice The author’s The author’s The author’s The author’s
purpose of purpose of purpose of purpose of
writing is very writing is writing is writing is
clear, and there somewhat somewhat unclear.
is strong clear, and clear, and
evidence of there is some there is
attention to evidence of evidence of
audience. The attention to attention to
author’s audience. The audience. The
extensive author’s author’s
knowledge knowledge knowledge
and/or and/or and/or
experience with experience experience
the topic is/are with the topic with the topic
evident. is/are evident is/are limited.
Word The author uses The author The author The writer
Choice vivid words and uses vivid uses words uses a limited
phrases. The words and that vocabulary.
choice and phrases. The communicate Jargon or
placement of choice and clearly, but the clichés may be
words seems placement of writing lacks present and
accurate, words is variety. detract from
natural, and not inaccurate at the meaning.
forced. times and/or
seems
overdone.
Sentence All sentences Most Most Sentences
Structure, are well sentences are sentences are sound
Grammar, constructed and well well awkward, are
Mechanics, have varied constructed constructed, distractingly
& structure and and but they have repetitive, or
Spelling length. The have varied a similar are difficult to
author makes structure and structure understand.
no errors in length. The and/or length. The author
grammar, author The makes
mechanics, makes a few author makes numerous
and/or spelling. errors in several errors errors
grammar, in grammar, in grammar,
mechanics, mechanics, mechanics,
and/or spelling, and/or and/or spelling
but spelling that that interfere
they do not interfere with with
interfere with understanding understanding.
understanding.
Comprehension 1. Which of the following statements BEST describes indigenous science?
Check A. a unique knowledge confined to particular culture or society
B. often referred to as traditional wisdom or traditional knowledge
C. composed of people’s views about nature and their reflections on their
experiences in daily life
D. all of the above
2. What are examples of indigenous knowledge?
A. using herbal medicine to treat diseases
B. predicting weather conditions and seasons using knowledge in observing
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animals' behavior and celestial bodies

C. preserving foods
D. all of the above
3. Which of the following guides the development of indigenous science?
A. culture B. values C. both a and d. process skills
4. Which of the following is NOT an example of folk astronomy?
A. Stars are used to determine the perfect time for farming.
B. Stars are used to determine the best conditions for fishing and seafaring.
C. Fermentation
D. None of the above
5. What is ethno biology?
A. It is the scientific study of the way living things are treated or used by
different human cultures.
B. It is the scientific study of the traditional knowledge and customs of a
people concerning plants and their medical, religious, and other uses.
C. It is the scientific description of the customs of individual peoples and
cultures.
D. It is the study of life.
Answer Keys:
3. C. Both A and B
4. C. Fermentation
5. A. It is the scientific study of the way living things are treated or used by different
human cultures.
References Cajete, G. (2004). "A Multi-contextual Model for Developing Culturally Responsive
Indigenous Science Curricula." Paper presented at the Science and Mathematics
in Pacific Rim Nations Conference. University of Hawaii
14-17, 2004. Manoa. October
Gribbin, J. (2003). Science: A History. London, UK: Penguin Books.
Iaccarino, M. (2003). Science and Culture. EMB0 Reports, 4, 220-223.
Johnston, J. (2000). "Making Sense of the National Criteria." In Science 3-6: Laying
the Foundations in the Early Years. (pp. 7-14). Baldock, UK: Association for
Science Education.
Kuhn, T. S. (1962). The Structure of Scientific Revolution. (3rd. Ed.)
Chicago: University of Chicago Press.
Mkapa, B. (2004). "Indigenous Knowledge - A Local Pathway to Global
Development." In Indigenous Knowledge Local Pathways to Global Development:
Making Five Years of the World Bank Indigenous Knowledge Development
Program (pp. 1-3). Washington, D.C.: The World Bank.
Ogawa, M. (1995). "Science Education in a Multiscience Perspective." In Science
Education, 79, 583-593.
Pawilen, G.T. & Sumida, M. (2005). "Using Indigenous Knowledge as a Foundation
for Developing a Science-Based Curriculum
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Module 5 Human Flourishing

Competencies 1. Identify different conceptions of human flourishing;
2. Determine the development of the scientific method and validity of science;
3. Critic human flourishing vis-a-vis progress of science and technology; and
4. Define the meaning of a good life.
Discussion Eudaimonia, literally "good spirited," is a term coined by

renowned Greek philosopher Aristotle (385-323 BC) to
describe the pinnacle of happiness that is attainable by
humans. This has often been translated into "human
flourishing" in literature, arguably likening humans to flowers
achieving their full bloom. As discussed in the Nicomachean
Ethics, Aristotle's human flourishing arises as a result of
different components such as phronesis, friendship, wealth,
and power. In the Ancient Greek society, they believe that
acquiring these qualities will surely bring the seekers
happiness, which in effect allows them to partake in the
greater notion of what we call the Good.
As times change, elements that comprise human flourishing

changed, which are subject to the dynamic social history as
written by humans. People found means to live more comfortably, explore more places,
develop more products, and make more money, and then repeating the process in full circle.
In the beginning, early people relied on simple machines to make hunting and gathering
easier. This development allowed them to make grander and more sophisticated machines
to aid them in their endeavors that eventually led to space explorations, medicine
innovations, and ventures of life after death. Our concept of human flourishing today proves
to be different from what Aristotle originally perceived then- humans of today are expected to
become a "man of the world." He is supposed to situate himself in a global neighbourhood,
working side by side among institutions and the government to be able to reach a common
goal. Competition as a means of survival has become passé; coordination is the new trend.
Interestingly, there exists a discrepancy between eastern and western conception regarding
society and human flourishing. It has been observed that western civilization tends to be
more focused on the individual, while those from the east are more community-centric.
Human flourishing as an end then is primarily more of a concern for western civilizations
over eastern ones. This is not to discredit our kinsfolk from the east; perhaps in their view,
community takes the highest regard that the individual should sacrifice himself for the sake
of the society. This is apparent in the Chinese Confucian system or the. Japanese Bushido,
both of which view the whole as greater than their components. The Chinese and the
Japanese encourage studies of literature, sciences, and art, not entirely for oneself but in
service of a greater cause. The Greek Aristotelian view, on the other hand, aims for
eudaimonia as the ultimate good; there is no indication whatsoever that Aristotle entailed it
instrumental to achieve some other goals. Perhaps, a person who has achieved such state
would want to serve the community, but that is brought upon through deliberation based on
his values rather than his belief that the state is greater than him, and thus is only
appropriate that he should recognize it as a higher entity worthy of service.
Nevertheless, such stereotypes cannot be said to be true given the current stance of
globalization. Flourishing borders allowed people full access to cultures that as a result, very
few are able to maintain their original philosophies. It is in this regard that we would tack
human flourishing-in a global perspective and as a man of the world.
Science, Technology, and Human Flourishing
In the previous chapters, contributions of science and technology have been laid down
thoroughly. Every discovery, innovation, and success contributes to our pool of human
knowledge. Perhaps, one of the most prevalent themes is human's perpetual need to locate
himself in the world by finding proofs to trace evolution. The business of uncovering the
secrets of the universe answers the question of our existence and provides us something to
look forward to. Having a particular role, which is uniquely ours, elicits our idea of self-
importance. It is in this regard that human flourishing is deeply intertwined with goal setting
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relevant to science and technology. In this case, the latter is relevant as a tool in achieving
the former or echoing Heidegger's statement, technology is a human activity that we excel in
as a result of achieving science. Suffice to say that the end goals of both science and
technology and human flourishing are related, in that the good is inherently related to the
truth. The following are two concepts about science which ventures its claim on truth.
Science as Method and Results
For the most part, science's reputation stems from the objectivity brought upon by an
arbitrary, rigid methodology whose very character absolves it from any accusation of
prejudice, Such infamy effectively raised science in a pedestal untouchable by other
institutions-its sole claim to reason and empiricism-garnering supporters who want to defend
it and its ways.
In school, the scientific method is introduced in the earlier part of discussions. Even though
the number of steps varies, it presents a general
idea of how to do science:
1. Observe and determine if there are unexplained occurrences unfolding

2. Determine the problem and identify factors involved.
3. Through past knowledge of similar instance, formulate hypothesis that could
explain the said phenomenon. Ideally, the goal is to reject the null hypothesis and
accept the alternative hypothesis for the study "to count as significant" (can also be
separated into additional steps such as "to generate prediction or "to infer from past
experiments").
4. Conduct experiment by setting up dependent and independent variables, and
trying to see how independent ones affect dependent ones.
5. Gather and analyze results throughout and upon culmination of the experiment.
Examine if the data gathered are significant enough to conclude results.
6. Formulate conclusion and provide recommendation in case others would want
to broaden the study.
At least in the student’s formative years, the above routine is basic methodology when
introducing them to experimentation and empiricism- two distinct features that give science
edge over other schools of thought.
Throughout the course of history, however, there exists heavy objections on the scientific
procedure; the line separating science and the so-called pseudoscience becomes more
muddled.
Verification Theory
The earliest criterion that distinguishes philosophy and science is verification theory. The
idea proposes that a discipline is science if it can be confirmed or interpreted in the event of
an alternative hypothesis being accepted. In that regard, said theory gives premium to
empiricism and only takes into account those results which are measurable and experiments
which are repeatable. This was espoused by a movement the early twentieth century called
the Vienna Circle, a group of scholars who believed that only those which can be observed
should be regarded as meaningful and rejects those which cannot be directly accessed as
meaningless. Initially, this proved to be attractive due to general consensus from people,
which happened to see for themselves how the experiment occurred, solidifying its validity
and garnering supporters from esteemed figures. Its shortcomings, however, proved to be
somewhat too risky-several budding theories that lack empirical results might be shot down
prematurely, causing slower innovation and punishing ingenuity of newer novel thoughts.
Celebrated discoveries in physics, for instance, are initially theorized without proper
acknowledgment of their being. Einstein's theory on the existence of gravitational waves
would, following this thought, be dismissed due to lack of evidence almost a hundred years
ago. Quantum mechanics would not have prospered if the scientific society during the time
of Edwin Schrödinger did not entertain his outrageous thought that the cat in the box is both
dead and alive, which can only be determined once you look in the box yourself.
Aside from above critique, this theory completely fails to weed out bogus arguments that
explain things coincidentally. A classic example is astrology, whose followers are able to
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employ the verification method in ascertaining its reliability. The idea is that since one
already has some sort of expectations on what to find, they will interpret events in line with
said expectations. American philosopher Thomas Kuhn warned us against bridging the gap
between evidence and theory by attempting to interpret the former according to our own
biases, that is, whether or not we subscribe to the theory. Below is a short story illustrating
this point:
Suppose, for instance, this girl, Lea has a (not-so- scientific) theory that her classmate Ian
likes her. Good, she thought, I like him too. But how do I know that he likes me?
She began by observing him and his interactions with her. Several gestures she noted
include his always exchanging pleasantries with her whenever they bump into each other,
his big smile when he sees her, and him going out of his way to greet her even when riding
a jeepney. Through these observations, she was then able to conclude that Ian does like her
because, she thought, why would anyone do something like that for a person he does not
like?
As it turns out, however, Ian is just generally happy to meet people he knew. He had known
Lea since they were in first year and regards her as a generally okay person. It is no surprise
then that upon learning that Ian basically does this to everyone, Lea was crushed. She
vowed to herself that she would never assume again.
Based from above story, is it justified for Lea to think that Ian does not like her? Not quite.
The next criterion also warns us about the danger of this view.
Falsification Theory
Perhaps the current prevalent methodology in science,

falsification theory asserts that as long as an ideology is not
proven to be false and can best explain a phenomenon over
alternative theories, we should accept the said ideology. Due
to its hospitable character, the shift to this theory allowed
emergence of theories otherwise rejected by verification
theory. It does not promote ultimate adoption of one theory but
instead encourages research in order to determine which
among the theories can stand the test of falsification. The
strongest one is that which is able to remain upheld amidst
various tests, while being able to make particularly risky
predictions about the world. Karl Popper is the known
proponent of this view. He was notorious for stating that up-
and-coming theories of the time, such as Marx's Theory of
Social History and Sigmund Freud's Psychoanalysis, are not
testable and thus not falsifiable, and subsequently questioning
their status as scientific. Albeit majority of scientists nowadays
are more inclined to be Popperian in their beliefs, this theory,
similar to the theory above, presents certain dangers by interpreting an otherwise
independent evidence in light of their pet theory.
To illustrate, previous story is restated:
Ian is generally everybody's friend. He likes to be around people and generally aspires
to become everybody's friend. However, there is this one girl, Lea, who seemed to not
like him when he is around. Every time he waves at her, she turns away, and when they
are in the same room, she avoids his glances. Through this, he concluded that Lea does
not like him and does his best to show her that he is not a threat. He began greeting her
whenever they pass by each other at the corridor, even going so far as calling her
attention when he was in the jeepney and saw her walking past. When they are able to
talk to each other, he found out that Lea is just really shy and is not accustomed to
people greeting her. He then was able to conclude that his initial impression of her not
liking him (as a person) is wrong and thus said proposition is rejected.
Although there is no happy ending yet for Lea and Ian, we can thus see how in this case,
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falsification method is prone to the same generalizations committed by the verification

method. There is no known rule as to the number of instance that a theory is rejected or
falsified in order for it to be set aside. Similarly, there is no assurance that observable event
or "evidences" are indeed manifestations of a certain concept or "theories." Thus, even
though, theoretically, falsification method is more accepted, scientists are still not convinced
that it should be regarded as what makes a discipline scientific.
Science as a Social Endeavor
Due to inconclusiveness of the methodologies previously cited, a new school of thought on

the proper demarcation criterion of science emerged. Several philosophers such as Paul
Thagard, Imre Lakatos, Helen Longino, David Bloor, and Richard Rorty, among others,
presented an alternative demarcation that explores the social dimension of science and
effectively, technology. Sciences cease to belong solely to gown- wearing, bespectacled
scientists at laboratories. The new view perpetuates a dimension which generally benefits
the society. For instance, far-off places in South America where many of the tribes remain
uncontacted, do not regard western science as their science. Whatever their science is, it
can be ascertained that it is in no way inferior to that of globalized peoples' science. Thus, it
presents an alternative notion that goes beyond the boundaries of cold, hard facts of science
and instead projects it in a different light, such as a manifestation of shared experience
forging solidarity over communities.
Science and Results
For the most part, people who do not understand science are won over when the discipline
is able to produce results. Similar to when Jesus performed miracles and garnered followers,
people are sold over the capacity of science to do stuff they cannot fully comprehend. In this
particular argument, however, science is not the only discipline which is able to produce
results-religion, luck, and human randomness is some of its contemporaries in the field. For
some communities without access to science, they can turn to divination and superstition
and still get the same results. Science is not entirely foolproof, such that it is correct 100% of
the time. Weather reports, for one, illustrate fallibility and limitations of their scope, as well as
their inability to predict disasters. The best that can be done during an upcoming disaster is
to reinforce materials to be more calamity proof and restore the area upon impact. It can be
then concluded that science does not monopolize the claim for definite results.
Science as Education
Aforementioned discussion notes that there is no such thing as a singular scientific method,
offering instead a variety of procedures that scientists can experiment with to get results and
call them science. Discoveries in physics, specifically in quantum mechanics, appeared to
have debunked the idea of objectivity in reality, subscribing instead to alternative idea called
intersubjectivity. With objectivity gone, it has lost its number one credence. Nevertheless,
there still exists a repressing concept that comes about as a result of unjustified irreverence
of science-our preference of science-inclined students over those which are less adept.
There are distinct portions in entrance exams in the secondary and tertiary levels that are
dedicated to science and mathematics. In the Philippines a large distribution of science high
schools can be found all over the country, forging competition for aspiring students to secure
a slot and undergo rigorous science and mathematics training based on specialized
curricula. Although arguable as these schools also take great consideration inn providing
holistic education by assuring that other non-science courses are covered, adeptness in
science and mathematics are the primary condition to be admitted. This preference is also
reflected on the amount of STEM (Science, Technology, Engineering, and Mathematics)-
offering schools accommodating Grades 11 and 12. Among all the clusters being offered,
STEM trumps the remaining clusters in terms of popularity and distribution, with Accounting
and Business coming in as a close second. One might infer that there is more demand in
this field as students are preconditioned that the field would latter land them high-paying
jobs and a lucrative career after graduation.
How is science perceived by those who graduated from this field? A couple of years ago, a
student entered a class all curious and excited. When he was made to report on Paul
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Feyerabend's work How to Defend Society Against Science one day, he looked dissident,
staunchly refusing to consider the author's ideas on science and critiquing him instead.
When asked why, he reasoned out that he had come from a science high school and was
trained to regard science in a distinct accord. As isolated a case as it may seem, it
somewhat suggests that the aforementioned kind of academic environment has made
students unwelcoming of objections against science. Reminiscent of Paul Feyerabend's
sentiment above, he muses how the educational system can hone and preserve students
capacity to entertain other options and decide for themselves the best among all presented.
It will thus reinforce their imagination and allow some level of unorthodoxy, bringing forth
novel discoveries that otherwise would not be considered had they stuck to the default
methodology. Innovations are brought forth by the visionaries, not the prude legalists, and
several notable figures in science even consider themselves as outsiders.
If one is really in pursuit of human flourishing, it would make sense for them to pursue it
holistically. Simply mastering science and technology would be inadequate if we are to, say,
socialize with people or ruminate on our inner self. Aristotle's eudaimonic person is required
to be knowledgeable about science, among other things of equal importance. They are
supposed to possess intellectual virtues that will enable them to determine truth from
falsehood or good reasoning from poor reasoning. A true eudaimon recognizes that
flourishing requires one to excel in various dimensions, such as linguistic, kinetic, artistic,
and socio-civic. Thus, he understands that he should not focus on one aspect alone.
How Much Is Too Much?
In 2000, world leaders signed the Millennium Development Goals (MDG) that targets eight
concerns, one of which states that they should be able to forge a global partnership for
development. Inasmuch as the institutes imposing them do so in good faith, the primary goal
to achieve growth for all might prove to be fatal in the long run.
Economists believe that growth is the primary indicator of development, as both go hand in
hand, and has put forth their resources in trying to achieve such. Technology has been a
primary instrument in enabling them to pursue said goal, utilizing resources, machineries,
and labor. What is missing in this equation is that growth presents an illusory notion of
sustainability-the world's resources can only provide so much, it cannot be expected to
stretch out for everybody's consumption over a long period of time. Moreover, growth is not
infinite -there is no preordained ceiling once the ball starts rolling. If the MDG convention's
intent was to get everyone in the growth ship, that ship will surely sink before leaving the
port. The same analogy applies to the capacity of nature to accommodate us, which Joseph
Hickel contemplated on, suggesting that developed countries should not push forth more
growth but instead adopt "de-development" policies or else, everybody loses. The rapid
pace of technological growth allows no room for nature to recuperate, resulting in
exploitation and irreversible damages to nature. Right now, we are experiencing
repercussions of said exploits in the hands of man-made climate change, which would
snowball and affect majority of flora and fauna, driving half of the latter extinct in less than a
hundred year from now. If this continues in its currently alarming rate, we might bring about
our own extinction.
Enrichment Activity 1. Reflection Paper

Activities Make a reflection paper about possible alternatives to growth and development.
Activity 2. Mini-Advocacy Campaign

List down several ways to promote sustainable living and design a mini-advocacy campaign
about the method of your choice.
Rubrics
Activity 1. Reflection Paper

Category Points
5 4 3 2 1
Organization Information Information Information The Information
is very is organized is organized information is not only
organized with well- but appears to disorganized
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with well- constructed paragraphs be but

constructed paragraphs are not well- disorganized, inaccurate
paragraphs, and constructed information is
use of information and suspect to
subheadings, is factual information being correct
and and correct is factual and factual
information is
factual and
correct
Quality of Information Information Information Information Information
information clearly clearly clearly has link to do has nothing
relates to the relates to relates to with the main to do with
main topic. It the main the main topic the main
includes topic. It topic. No topic
several provides 1-2 details
supporting supporting and/or
details details examples
and/or and/or given
examples examples
Mechanics No Almost no A few A little Many
grammatical, grammatical, grammatical, grammatical, grammatical,
spelling or spelling or spelling or spelling or spelling or
punctuation punctuation punctuation punctuation punctuation
errors errors errors errors errors
Activity 2. Mini-Advocacy Campaign

Category Points
1 2 3 4
Requirements/ Student Student meets Student Student
Directions demonstrates some of follows all follows all
no the directions directions and
understanding requirements and meets exceeds the
of the but all requirements
requirements; fails to follow requirements for this
fails to many of for this assignment
follow the directions assignment
directions
Explanation of The message The message is The The message
purpose is merely explained, but message is is explained
stated with no no reasons are explained and several
explanation; given to support and reasons specific, valid
no the propaganda are given to reasons are
identification of choices support the given for each
propaganda propaganda of the
used choices propaganda
techniques
used
Spelling/Grammar More than four Three to fourOne to two No grammar
grammar or grammar or
grammar or or spelling
spelling errors spelling errors
spelling errors
that affect that affect
errors that
meaning meaning affect
meaning
Comprehension Write TRUE if the statement conveys a correct idea otherwise write FALSE.
Check
1. The term eudaimonia coined by Aristotle literally means “good spirited” and aims to
describe the pinnacle of happiness that is attainable by humans.
2. The western civilization’s concept of society and human flourishing is more focused on
the community than on the individual.
3. The eastern civilization’s concept of society and human flourishing is less community-
centric than those from the west.
4. The verification theory proposes the idea that a discipline can be considered science if it
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can be confirmed or interpreted in the event of an alternative hypothesis being accepted.

5. According to Karl Popper, science is falsifiable.
Answers:
1. TRUE. Eudaimonia, literally "good spirited," is a term coined by renowned Greek
philosopher Aristotle (385-323 BC) to describe the pinnacle of happiness that is attainable
by humans.
2. FALSE. The western conception regarding society and human flourishing is more focused
on the individual.
3. FALSE. The eastern civilization’s concept of society and human flourishing is more
community-centric than those from the west.
4. TRUE. The verification theory proposes the idea that a discipline is science if it can be
confirmed or interpreted in the event of an alternative hypothesis being accepted.
5. TRUE. Science is falsifiable according to Karl Popper.
References Bloor, D. (1981). "The Strengths of the Strong Programme" Philosophy of the Social
Sciences, 11 (2):199.
Dayrit, F.M. (2011). "Sustainable Development: An Evolving Paradigm for the 21st
Century." Stellar Origins Human Ways. Ed. Ma. Assunta C. Cuyegkeng. 231-57.
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0917-126-9160
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CABARROGUIS CAMPUS

Cabarroguis, 3400 Quirino www.qsu.edu.ph

A SELF-PACED LEARNING MODULE

LESLIE G. DISCIPULO, MAED

QUIRINO STATE UNIVERSITY’S HISTORICAL DEVELOPMENT, VISION, MISSION,

Welcome to our self-paced learning module!

4. Generate resources to augment necessary need and development of the program.

Module 1 General Concepts and Historical Events in Science, Technology, and

1. Science as an idea. It includes ideas, theories, and all available systematic

Figure 1. Influences to Scientific Revolution

Scientific revolution is very significant in the development of human beings,

Some Intellectuals and their Revolutionary Ideas

To further understand what exactly happened during the scientific revolution, it is

Figure 2. Variables that Influence the Development of Science Ideas, Science

One of the Renaissance men, particularly in the field of science, is Nicolaus

Darwin's accomplishments were so diverse that it is useful to distinguish two fields to

Freud is not a traditional thinker. According to Weiner (2016), his method of

Cradles of Early Science

Development of Science in Mesoamerica

Development of Science in Asia

Middle East Countries

Development of Science in Africa

Egypt was known to be a center of alchemy, which is known as the medieval

Module 2 Science, Technology, and Nation-Building

Discussion Brief Historical Background of Science and Technology in the Philippines

Science, in pre-Spanish Philippines, is embedded in the way of life of the people.

Technology is used by people in building houses, irrigations, and in developing tools

Learning of science in school focuses on understanding different concepts related to

Figure 1. Influences in the Development of Science and Technology in the Philippines

Government Policies on Science and Technology

The Philippine government introduced and implemented several programs, projects,

Padilla-Concepcion (2015) reported that in 2015, in response to the ASEAN 2015

The NCRP clustered these policies into four, namely:

1. Social Sciences, Humanities, Education, International Policies

The Philippine-American Academy of Science and Engineering (PAASE, 2008)

Lately, the Commission on Higher Education launched its Philippine-California

Figure 2. Development of Science and Technology Policies in the Philippines

As shown in the diagram, the development of policies in science and technology is

Famous Filipinos in the Field of Science

These Filipino scientists are:

1. Ramon Cabanos Barba- for his outstanding research on tissue culture in

 Caesar A. Saloma - an internationaly renowned physicist

Individual Interests SCHOOL

Figure 3. Factors that Influence Development of Filipino Scientists

5 =A comprehensive/analytical essay (uses all documents, strong thesis, extensive

country in different research and development areas

Module 3 Science Education in the Philippines

The Concept of Science Education

Science education focuses on teaching, learning, and understanding science.

Science education is justified by the vast amount of scientific knowledge developed in

Science Education in Basic and Tertiary Education

In tertiary education, science education deals with developing students' understanding

Science Schools in the Philippines

Department of Education and few private schools for science education.

Philippine Science High School System (PSHSS)

This is a government program for gifted students in the Philippines. It is a service

Special Science Elementary Schools (SSES) Project

The Special Science Elementary Schools (SSES) Project is in pursuance to DepEd

Quezon City Regional Science High School