LESSON 3:

SCIENCE EDUCATION IN THE PHILIPPINES

 THE CONCEPT OF SCIENCE EDUCATION
Science Education
-focuses on teaching, learning, and understanding
science.
Teaching Science
-involves developing ways to how effectively teach
science.
-exploring pedagogical theories and models in helping
teachers teach scientific concepts and processes effectively.
Learning Science
-helping students understand and love science.
Understanding Science
-implies developing and applying science-process skills
and using science literacy in understanding in the natural
world and activities in everyday life.
-prepares citizens in a scientifically and technologically
driven world.
John Dewey (2001) stressed the
importance of utilizing the
natural environment to teach
students.
Marx (1994) opines that
science is going to be one of the
most important school subjects
in the future.
 Knight (1986) Science education
provides skills and knowledge that
are necessary for a person to live
in.
 Tilghman (2005) Science
education develops a citizenry
that will meet the goals of science
in the society.
SCIENCE EDUCATION IN BASIC AND
TERTIARY EDUCATION
In basic education,
(Carale & Campo, 2003; Meador,
2005; Worth & Grollman, 2003) Science
education helps students learn
important concepts and facts that are
related to everyday life.
(Chaille & Britain, 2002)
Science education includes important
skills such as process skills, critical
thinking skills, and life skills that are
needed in coping up with daily life
activities.
(Lind, 1997)
Science education also develops
positive attitude such as: the love for
knowledge, passion for innovative
things, curiosity to study about nature,
and creativity.
In tertiary education,
- Deals with developing student’s understanding and
appreciation of science ideas and scientific works.
- Science education 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.
 SCIENCE SCHOOLS IN THE
PHILIPPINES
1. Philippine Science High School System
(PSHSS)
2. Special Science Elementary Schools (SSES)
Project
3. Quezon City Regional Science High School
4. Manila Science High School
5. Central Visayan Institute Foundation
1. PHILIPPINE SCIENCE HIGH SCHOOL SYSTEM
(PSHSS)
-a government program for gifted students
in the Philippines.
-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 subject pertaining to the sciences, with
the end-view of preparing its students for a
science career (Republic Act No.3661)
The Philippine Science High School was
established under Republic Act 3661 otherwise
known as the PSHS Charter. On February 5,
1986, Executive Order No. 1090 was approved
establishing the Mindanao and Visayan
Campuses of the Philippine Science High School.

The Philippine Science High School Mindanao Campus

(PSHS-MC) was formally opened on July 8, 1988. It was
temporarily housed in the rented facilities of the
Philippine Coconut Authority in Bago Oshiro, Davao City
during its initial two and a half years of operation.
On December 28, 1990 PSHS-Mindanao
Campus settled on its permanent site at Sto.
Nino, Tugbok District, Davao City. PSHS-MC
later became PSHS Southern Mindanao
Campus.
With the approval of Republic Act No. 8496 based
on House Bill No. 9800 and later amended by R.A.
No. 9036, the PSHS has evolved into a system in
1998 mandating the establishment of a PSHS
campus for every region. The PSHS System is
headed by the Executive Director.
 At present there are thirteen (13) existing
PSHS Campuses, namely: the PSHS Main
Campus in Diliman, Quezon City (1964);
Southern Mindanao Campus in Davao City
(1988); Western Visayas Campus in Jaro, Iloilo
City (1993); Eastern Visayas Campus in Palo,
Leyte (1996); Cagayan Valley Campus in
Bayombong, Nueva Vizcaya (1998); Bicol Region
Campus in Goa, Camarines Sur (1998); Central
Mindanao Campus in Balo-i, Lanao del Norte
(1998);
 llocos Region Campus in San IIdefonso,
lIocos Sur (2003); Central Visayas Campus in
Argao, Cebu (2006); Central Luzon Campus in
Clark, Pampanga (2009); Cordillera
Administrative Region Campus in Baguio City
(2009); SOCCSKSARGEN Region Campus in
Brgy. Paraiso, Koronadal City (2013); and Caraga
Region Campus in Ampayon, Butuan City (2014).
In the coming years, three (3) more campuses
are expected to be created to complete the
envisioned one (1) PSHS Campus per region.
2. 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. The
number have grown to more than 60
schools nationwide and this is now its
sixth year of implementation.
 The SSES Project envisions developing Filipino
children who are equipped with scientific and
technological knowledge, skills and attitudes; creative and
have positive values; and lifelong learning skills to become
productive partners in the development of the community
and society.
 Its mission is to provide a learning environment to
science inclined children through a special curriculum
which recognizes multiple intelligences and
is geared towards the development of God-loving,
nationalistic, creative, ecologically aware, scientifically
and technologically oriented and skilled individuals who
are empowered through lifelong learning skills.
 The program has three components –
The School, the Learner and the
Curriculum

The learners in the SSES must exhibit

the following characteristics:

On Physical/Psychomotor– must
generally be healthy, alert and active and
has heightened sensory awareness.
 On Intellectual/Academic Aspect – acquires knowledge fast
and accurately, has quick mastery and recall of factual
information, superior reasoning ability, inquisitive and curious
about a lot of things, observant and quick to note details, reads
books within and above his/her age, has a ready grasp of
underlying principles and can make valid generalizations, has a
wide and well developed vocabulary, has a large storehouse of
information about a variety of topics, can concentrate for long
periods of time, can analyze ideas in different ways and other
varied solutions to problems.
 On Social/Emotional/Motivational
Aspect – must be adaptable and flexible,
independent, enjoys doing challenging and
different tasks, prefers to work
independently and requires little directions
from teachers, is self-motivated in
accomplishing his/her work and others.
On Leadership/Creativeness – the SSES
pupil participates actively in school/community
activities, is self-confident with children of
his/her own age as well as adults, initiates
worthwhile activities, creates new ideas and
products, gives original ideas or solutions to
questions, has varied interests and abilities, etc.
 It aims to develop Filipino children
equipped with scientific and technological
knowledge, skills, and values. Its mission is
to:

 Provide a learning environment to science-

inclined children through a special
curriculum that recognizes the multiple
intelligences of the learners;
 Promote the development of lifelong
learning skills; and
 Foster the holistic development of the
learners.
 The subject Science and Health
is taught in Grade 1 with a longer
time compared to other subjects:

 70 minutes for Grade I to III

 80 minutes for Grade IV to VI

3. QUEZON CITY REGIONAL SCIENCE HIGH
SCHOOL
-it 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 (NCR) in 1999.
-a product of a dream to establish a special science
school for talented students in science and
mathematics.
-the curriculum’s focus is science and technology.
-its envisions to serve as venue in providing maximum
opportunities for science-gifted students to develop
spirit of inquiry and creativity.
-it is well-supported by the LGU and PTA.
History of Quezon City Regional Science High
School
-B. Soriano, the Chief of Special Services, conceived
the establishment of a science high school in Quezon
City. This idea was announced by Alfredo J. Andal, the
City Schools Superintendent in 1967.
-July 31, 1967, through a memorandum issued to all
principals and head teachers, Mrs. Hermenegilda G.
Margate, Mathematics and Science Supervisor, was
designated by the City Superintendent of Schools to
organize and take charge of the Quezon City Science
High School.
 At first, the school shared a campus
with Judge Juan Luna High School at San
Francisco Del Monte; in 1969, the school
moved to the present site of the Quezon City
General Hospital, formerly the San Jose
Seminary.
In 1969, the Quezon City Council through the
leadership of the then Vice Mayor Ismael A. Mathay,
Jr. donated the present school site, measuring 2.4
hectares under Quezon City Government with TCT#
265553 in Barangay Sto. Cristo, Bago Bantay, Quezon
City in 1969.
In June 1999, Quezon City Science High School was
declared as the Regional Science High School for the
National Capital Region by virtue of DECS Order No.
58, series 1999 in consonance with R.A. 8496 (An Act
to Establish the Philippine Science High School
System and Providing Funds Therefore).
4. MANILA SCIENCE HIGH SCHOOL
-it was established on October 1, 1963. It is
the first science school in the Philippines.
-the organization and curriculum puts more
emphasis on science and mathematics.
-aims to produce scientists with souls so
humanities and other electives are included.
-it administers an entrance exam Manila
Science High School Admission Test (MSAT)
for students who wish to enroll.
The MSAT has five parts:

1. Aptitude in science
2. Aptitude test in mathematics
3. Problem-solving test in science
4. Problem-solving test in mathematics
5. Proficiency in english

The school prides itself from producing

outstanding alumni and for winning various
national competitions.
A Brief History of Manila Science High School
 The Manila Science High School is presently
located at the corner of Taft Avenue-P. Faura
Streets It was previously located at the corner
of Victoria-Muralla Streets in Intramuros,
Manila.
 The Manila Science High School, then the Special
Science Classes, was formerly under the Manila
High School. Mr. Augusto Alzona, principal of
Manila High School, is largely credited with the
establishment of the MSHS, thus his appelation
“Father of Manila Science High School.”
 Mr. Alzona worked hand in hand with the
Bureau of Public Schools to set up a training
ground for the future scientists of the
Philippines.
 A memorandum dated October 12, 1959
issued by Superintendent of City Schools
Abdon Javier provided that a science high
school be established in accordance with a
BPS memorandum dated September 29,
1959.
 On October 24, 1959, upon recommendation of
their respective principals and with the written
permission of their parents, seven gifted
freshmen from each high school took a series
of tests at the Manila High School.

 The 36 students who passed the examinations

formed the nucleus of the Manila Science High
School. The first science class opened on the
25th of November 1959.
 During its second year, the first batch became officially
known as the Special Science Class. This class made
a first in the history of Philippine education when all of
its members became gold medalist during their
graduation in 1963.

 That same year, the Special Science Classes, by

virtue of Municipal Resolution No. 426 approved by
the Mayor on October 1, 1963, was formally separated
from Manila High and called the Manila Science High
School, the first science high school in Manila and in
the Philippines.
 The organization and curriculum of the MSHS
patterned after that of New York’s Bronx Science
High School puts more emphasis on the sciences
and mathematics.
 Because the MSHS aims to turn out “scientists with
souls,” the humanities and other electives are
included in the curriculum.
 Its not “all work and no play” for the young Einstein
and Pythagoras's, they take time out from tight
schedules to participate in various extracurricular
activities.
 The school has a well-organized student
organ.
 Small though it may be, the MSHS has
acquired some measure of fame made
possible by its alumni and the present crop of
students.
 The Manila Science High School poses a
challenge for greatness, advancement, and
prosperity to the Filipino youth.
5. CENTRAL VISAYAN INSTITUTE FOUNDATION
-it is the home and pioneer of the prominent
school-based innovation known as the
Dynamic Learning Program (DLP).
-the school takes pride in its Research
Center for Theoretical Physics (RCTP)
established in 1992, which organizes small
international workshops to foster the
informational but intense exchange of ideas
and perspectives on outstanding problems
in physics and mathematics.