Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Website: uep.educ.ph; Email: [email protected]

GE 7: SCIENCE, TECHNOLOGY AND SOCIETY

First Semester, SY 2020 – 2021

Prepared and Compiled by:

RUTH L. SAYDE
PAULA MAE M. CAPARIC
JERICK BESALO
IRVIN MORALES
CAC, Part-Time Lecturers

NAME OF STUDENT: _______________________________________________________________

COURSE & YEAR: __________________________________________________________
 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

TABLE OF CONTENTS
UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

MODULE 4 – SCIENCE EDUCATION, INDIGENOUS SCIENCE AND TECHNOLOGY IN THE

PHILIPPINES …...…………………………………………………………………... 4
INTRODUCTION …………………………………………………………………………………… 4

OUTCOMES ………………………………………………………………………………………... 4

1.0 THE CONCEPT OF SCIENCE EDUCATION………………………………………………. 4

2.0 SCIENCE EDUCATION IN BASIC AND TERTIARY EDUCATION……………………….. 5

3.0 SCIENCE SCHOOLS IN THE PHILIPPINES ……………………………………………….. 5

3.1. Philippine Science High School System (PSHSS) ………………………………….. 5

3.2. Special Science Elementary Schools (SSES) Project …………………………….. 5

3.3. Quezon City Regional Science High School ……………………………………… 6

3.4. Manila Science High School …………………………………………………………. 6

3.5 Central Visayan Institute Foundation ……………………………………………….. 6

LET’S TAKE A BREAK ……………………………………………………….………………… 7

4.0. Indigenous Knowledge System………………….……………………………………. 8

5.0 INDIGENOUS SCIENCE ………………………………………….……………………….. 9

LET’S TAKE A BREAK ……………………………………………………….………………… 11

Summary ………………………………………………………………………………………..... 13
References ……………………………………………………………………………………….. 13
Suggested Readings …………………………………………………………………………… 15

GE7 SCIENCE, TECHNOLOGY AND SOCIETY | UNIVERSITY OF EASTERN PHILIPPINES 2

 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

UNIT 1
GENERAL CONCEPTS AND HISTORICAL EVENTS
IN SCIENCE, TECHNOLOGY, AND SOCIETY

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

4
SCIENCE EDUCATION, INDIGENOUS SCIENCE AND TECHNOLOGY
IN THE PHILIPPINES

INTRODUCTION

Good day! Are you ready for today’s discussion?

Well, do not worry. We will get through this. I hope you have fun!

Previously, we discussed about the influence of science and technology in the

development of the Philippine society. We identify government programs, projects,
and policies geared toward boasting the science and technological capacity of the
country. We also tackled about Philippines indigenous science and technology.

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 potential in science.

It is important for you to know science education in the Philippines as this have
bearing to why science and technology continually progress and develop to be at
par with other countries. Note, however, that there are other science schools that
were not mentioned below.

After we discuss the concept of science education and identified some

strategies to promote science education in the country, we will go back to ancient
times. We will discuss 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.

Furthermore, this lesson will help us understand how the concept of science
and technology began in the Philippines and how this concept help in the
development of science and technology in the Philippines today.

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

OUTCOMES

At the end of this lesson, the students should be able to:

■ discuss the concept of science education,

■ identify science schools established to promote science education in
the Philippines,
■ discuss the concept of indigenous science; and,
■ discuss the contribution of indigenous science in the development of
science and technology in the Philippines.

1.0 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. Learning science includes both pedagogy and
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.

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.

Moreover, 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.

2.0 SCIENCE EDUCATION IN BASIC AND TERTIARY EDUCATION

In basic education, science education helps students learn important

concepts and facts related to everyday life such as: process skills, critical thinking skills,
and life skills. It will develop a strong foundation for studying science and for
considering science-related careers in the future.

In tertiary education, science education deals with developing students’

understanding and appreciation of science ideas and scientific works. It is done
through offering basic science courses in the general education curriculum. It 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.

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

3.0 SCIENCE SCHOOLS IN THE PHILIPPINES

One outstanding program for science education supported by government is

the establishment of science schools I various parts of the country. There are also
several government programs implemented by the department of education and
few private schools for science education.

3.1. Philippine Science High School System (PSHSS)

 A government program for gifted students in the Philippines.

 A service institute of the DOST whose mandate is to offer free scholarship
basis for secondary course with special emphasis on subjects for a science
career.

3.2. Special Science Elementary Schools (SSES) Project

 The SSES Project is in pursuance to DepEd Order No. 73 s. 2008, and DepEd
Order No. 51 s. 2010.
 Started in June 2007 with 57 identified elementary schools
 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.

3.3. Quezon City Regional Science High School

 Established on September 17, 1967

 Originally, it was named Quezon City Science High School
 Turned into a Regional Science High School for the national capital region
in 1999
 The school envisions to serve a venue in providing maximum opportunities
for science-gifted students to develop spirit of inquiry and creativity
 It is well-supported by the local government unit and by the PTA
 It is also under the DEPED

3.4. Manila Science High School

 Established on October 1, 1963

 First science high school in the Philippines
 MSHS aims to produce scientist with souls
 MSHS administers an entrance exam, the Manila Science High School
Admission Test (MSAT). The MSAT has five parts: aptitude in Science &
Mathematics, problem-solving test in Science & Mathematics, and
proficiency in English.

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3.5 Central Visayan Institute Foundation

 It is the home and pioneer of the prominent school-based innovation

known as the Dynamic Learning Program (DLP)
 The 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
 RCTP organizes small international workshops to foster the informal but
intense exchange of ideas and perspectives on outstanding problems in
physics and mathematics.

Okay! Take a deep breath and sharpen your pencil for another learning exercise.

LET’S TAKE A BREAK!

Learning Exercise #1

Think of these questions.

1. What other government projects and programs are available for science education
in the Philippines?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

2. Are there private schools with outstanding science education programs? Identify
and compare their science education programs with public science schools.

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________ .

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

Don’t walk out on me right now –

this is a bit of mental work but look at this as a challenge
– and work through it. 

COMMENT FOR LEARNING EXERCISE #1

Did you answer the questions? You did? Very good!

Give yourself a pat on the back.

Below is the criteria for written requirements.

CRITERIA 4 3 2 1
Information is very Information is slightly Information is The information
organized in a well- organized in a well- organized but appears to be
Organization
constructed paragraph or constructed paragraph or paragraph(s) are not disorganized.
paragraphs. paragraphs. well-constructed.
Information relates to the Information relates to the Information partially Information has little or
topic. It provides a lot of topic. It provides few relates to the topic. No nothing to do with the
Content
supporting details and/or supporting details and/or details and/or topic.
examples. examples. examples are given.
Main points well developed Main points well Main points are Main points lack
with high quality and developed with quality present with limited detailed development.
quantity support. Reveals supporting details and detail and Ideas are vague with
Development
high degree of critical quantity. Critical thinking development. Some little evidence of critical
thinking. is weaved into points. critical thinking is thinking.
present.
Essay is free of distracting Essay has few punctuation Most spelling, Spelling, punctuation,
spelling, punctuation, and and grammatical errors punctuation, and and grammatical errors
grammatical errors; absent allowing reader to follow grammar correct create distraction,
Grammar
of fragments, comma ideas clearly. Very few allowing reader to making reading difficult;
& Mechanics
splices, and run-ons. fragments or run-ons. progress through fragments, comma
essay. Some errors splices, run-ons evident.
remain. Errors are frequent.
Meets all formal and Meets format and Meets format and Fails to follow format
assignment requirements assignment requirements; assignment and assignment
and evidences attention to margins, spacing, and requirements; requirement; cover
detail; all margins, spacing indentations are correct; generally correct format, incorrect
Format
and indentations are essay is neat and correctly margins, spacing, and indentations; neatness
correct; essay is neat and assembled. indentations; essay is of essay needs
correctly assembled with neat but may have attention.
professional look. some assembly errors.

GE7 SCIENCE, TECHNOLOGY AND SOCIETY | UNIVERSITY OF EASTERN PHILIPPINES 8

 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
4.0. INDIGENOUS KNOWLEDGE SYSTEM

Did you remember our discussion about Cradles of Early Science? We

mentioned about the developments of science throughout civilizations, discoveries of
scientific ideas, inventions of tools and contributions to modern science, right?
Science continually develops and evolves all over the world. Philippines is no
exception.

Before we proceed to our discussion, have you ever thought how Filipinos
survived during ancient times? How did they understand the world and things around
them? Have you pondered on the idea that the things we enjoy today are all
because of our ancestors?

WRITE YOUR THOUGHTS.

________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________ .

Now, let’s proceed to our discussion.

Indigenous knowledge is embedded in the daily life experiences of young

children as they grow up. It is practiced by members of a community. Parents and old
folks served as the first teachers and the methods of teaching are very effective in
transmitting cultural knowledge. Lessons 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. Views about nature and reflections on their
experiences in daily life are evident in their stories, poems, and songs.

Below are some indigenous knowledge taught and practiced by the

indigenous people:

 Predicting weather conditions and seasons using knowledge about

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 daily planting;
 Using indigenous technology in daily lives;
 Building local irrigations systems;
 Classifying different types of soil for planting based on cultural properties;

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
 Producing wines and juices from tropical fruits; and
 Keeping the custom of growing plants and vegetables in the yard.

5.0 INDIGENOUS SCIENCE

Indigenous Science is part of the indigenous knowledge system practiced by

different groups of people and early civilization. It includes complex arrays of
knowledge, expertise, practices, and representations that guide human societies in
the enumerable interactions with the natural milieu:

• Agriculture
• Medicine
• Naming and explaining natural phenomena
• Strategies for coping with the environments

It includes everything from metaphysics to philosophy and various practical

technologies practiced by indigenous people both past and present. Indigenous
beliefs also develop desirable values that are relevant or consistent to scientific
attitudes, namely:

1. Motivating attitudes;
2. Cooperating attitudes;
3. Practical attitudes; and
4. Reflective attitudes

Indigenous science knowledge has developed diverse structures and contents

through the interplay between the society and environment. It provides the basics of
astronomy, pharmacology, food technology, or metallurgy, which were derived from
traditional knowledge and practices.

Figure 9. The Concept of Indigenous Science

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
1. Indigenous science uses 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 being 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 and

technology in the Philippines. It gave birth to the development of science and
technology as a field and as a discipline. It also 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.

And we are done with Module 4!

But do not be too excited. Take a deep breath.
Sharpen your pencil for another learning exercise.
You can do it!

LET’S TAKE A BREAK!

Learning Exercise #2

Let us pause for a while and think.

1. What is the role of indigenous knowledge in the development of indigenous

science?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________ .

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
2. What is the role of indigenous science in the development of science and
technology in the Philippines?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________ .

3. How do society and culture influence the development of science and

technology?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________ .

Here is the criteria for written requirements.

CRITERIA 4 3 2 1
Information is very Information is slightly Information is The information
organized in a well- organized in a well- organized but appears to be
Organization
constructed paragraph or constructed paragraph or paragraph(s) are not disorganized.
paragraphs. paragraphs. well-constructed.
Information relates to the Information relates to the Information partially Information has little or
topic. It provides a lot of topic. It provides few relates to the topic. No nothing to do with the
Content
supporting details and/or supporting details and/or details and/or topic.
examples. examples. examples are given.
Main points well developed Main points well Main points are Main points lack
with high quality and developed with quality present with limited detailed development.
quantity support. Reveals supporting details and detail and Ideas are vague with
Development
high degree of critical quantity. Critical thinking development. Some little evidence of critical
thinking. is weaved into points. critical thinking is thinking.
present.
Essay is free of distracting Essay has few punctuation Most spelling, Spelling, punctuation,
spelling, punctuation, and and grammatical errors punctuation, and and grammatical errors
grammatical errors; absent allowing reader to follow grammar correct create distraction,
Grammar
of fragments, comma ideas clearly. Very few allowing reader to making reading difficult;
& Mechanics
splices, and run-ons. fragments or run-ons. progress through fragments, comma
essay. Some errors splices, run-ons evident.
remain. Errors are frequent.
Meets all formal and Meets format and Meets format and Fails to follow format
assignment requirements assignment requirements; assignment and assignment
and evidences attention to margins, spacing, and requirements; requirement; cover
detail; all margins, spacing indentations are correct; generally correct format, incorrect
Format
and indentations are essay is neat and correctly margins, spacing, and indentations; neatness
correct; essay is neat and assembled. indentations; essay is of essay needs
correctly assembled with neat but may have attention.
professional look. some assembly errors.

GE7 SCIENCE, TECHNOLOGY AND SOCIETY | UNIVERSITY OF EASTERN PHILIPPINES 12

 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
Don’t walk out on me right now –
this is a bit of mental work but look at this as a challenge
– and work through it. 

COMMENT FOR LEARNING EXERCISE #2

How well did you do this time?

I hope it was a cinch!

SUMMARY

Science education deals with the teaching and learning of science and in
helping the public develop science literacy. This is important in the promotion and
development of science and technology in the country. Science education deals
with the development of people in science, which is the heart of science, technology,
and society.

This lesson focused on discussing the concept of science education and

introduced it in the Philippines from basic education to tertiary education. To promote
science education, science schools were established to develop gifted students in
science and mathematics, such as the Philippine Science High School System (PSHSS),
Manila Science High School, Quezon City Regional Science High School, and the
Special Science Elementary Schools Project. Science programs and projects were
organized and developed to nurture innovation in science in the country, and to
encourage individuals to pursue careers and research in science and technology.

This lesson discussed the concept of indigenous knowledge and its

influence to the development of indigenous science. The communities in the
Philippines have maintained vast amounts of indigenous knowledge, cultural
practices, traditions, and beliefs. These include beliefs and practices ranging from
different areas such as health, environment, peace and order, agriculture, food
production, astronomy, music, and literature. The indigenous knowledge system of the
people served as the foundation for the development of indigenous science.

Even before the time of the Spanish colonization in the Philippines, various
people and communities already practiced science. They invented tools and built
structures, studied the medicinal uses of plants, observed heavenly bodies to predict
seasons and weather, and used indigenous science in agriculture. These are
considered indigenous science, which is one of the foundations of modern science.

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY

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.
 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 Elemnetary Schools (SSES) Project.”
 Knight, d. (1986). The Age of Science: The Scientific World-view in the
Nineteenth Century. Oxford: Basil Blackwell Inc.
 Lind, K. A. (1997). “Science in the Developmentally Appropriate Intergarted
Curriculum.” In C.H. Hart, D.C. Burts, and R. Charlesworth, (Eds.), Intergrated
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 Science: Suggestions for
Primary Teachers.” In S> Johnson and J. Kendrick, (Eds.), Science Education for
Gifted Students (pp. 13-22). Texas: Prufock Press Inc.
 Quezon City Regional Science High School. Accessed January 26, 2017.
http://quesi.com/
 Tilghman, S.T. (2005). Strange Bedfellows: Science, Politics, and Religion. A
George Romanes Lecture presented at Oxford University.
 Worth, K. & Grollman, S. (2003) Worms, Shadows, and Whirlpools: Science in the
Early Childhood Classroom. Newtoon, MA: Educational Development
Center Publication.
 Cajete, G. (@004) “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 – Manoa. October 14-17, 2004.
 Gribbin, J. (2003). Science: A history. London, UK: Penguin Books.
 Iaccarino, M. (2003). Science and Culture. EMBO Reports, 4, 2020-223.

GE7 SCIENCE, TECHNOLOGY AND SOCIETY | UNIVERSITY OF EASTERN PHILIPPINES 14

 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
 Johnston, J. (2000). “Making Sense of the National Criteria.” In Science 3-6:
Laying the Foundations in the Early Years. (pp. 7-14). Badlock, 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 Pathway 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 for Community
Kindergarten Schools in Northern Philippines.” Published in the International
Journal of Early Childhood Education 11, 2, 31-50.

 Serafina, Janice Patria Javier, et. al., “Science, Technolgy and Society,” First
Edition. Rex Publishing Co., pp. 25-42.
 Sibisi, S. (2004). “Indigenous Knowledge and Science and Technology: Conflict,
Contradiction or Concurrence?” In Indigenous Knowledge Local Pathways to
Global Development: Making Five Years of the World Bank Indigenous
Knowledge Development Program (pp. 34-38). Washington, D.C.: The World
Bank.

SUGGESTED READINGS

 http://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasic.pdf
 https://files.eric.ed.gov/fulltext/EJ766603.pdf
 https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1949-8594.1977.tb09246.x
 https://prezi.com/dejrmc4xbvhd/indigenous-science-and-technology-in-the-
ph/
 https://quizlet.com/314792700/indigenous-science-and-technology-in-the-
philippines-flash-cards/
 https://www.coursehero.com/file/44003277/4-Indigenous-Science-and-
Technology-in-the-Philippinespdf/
 https://www.coursehero.com/file/45765320/INDIGENOUS-SCIENCE-AND-
TECHNOLOGY-IN-THE-PHILIPPINESpptx/
 https://www.pressreader.com/philippines/sunstar-pampanga/20181129/
281732680545144
 https://www.scribd.com/document/435702182/Indigenous-Science-and-
Technology-in-the-Philippines
 https://www.tandfonline.com/doi/full/10.1080/21513732.2015.1124453?src=re
csys

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 UNIT-1 GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE, TECHNOLOGY AND SOCIETY
 Magalona, Ethel, et al., “Science, Technology & Society: A Rudimentary
Approach.” Mindshapers Co., Inc. Intramuros, Manila.

Now, you can take a break! Watch your favorite Korean Drama
or browse and check your social media accounts.
Because why not? You worked hard. You deserve a break.
Enjoy!

A DAILY REMINDER:

“Success is no accident.
It is hard work, perseverance, learning, studying, sacrifice
and most of all, love of what you are
doing or learning to do.”
- Pete

GE7 SCIENCE, TECHNOLOGY AND SOCIETY | UNIVERSITY OF EASTERN PHILIPPINES 16