Documente Academic
Documente Profesional
Documente Cultură
Learning Outcomes:
At the end of the activity the students should be able to:
Materials Needed:
Reference material (Available online):
1. What is the role of science in developing countries by Jose Goldemberg, Science 20 Feb
1998: Vol. 279, Issue 5354, pp. 1140-1141
http://science.sceincemag.org/content/279/5354/1140.short
2. Innovations: PCIEERD Annual Report 2015.
http://pcieerd.dost.gov.ph/images/downloads/publicatios/PCIEERD Annual Report
2015.pdf
3. UNESCO Science Report; Towards 2030. Southeast Asia and Oceania, p. 693 – 706;
Country profile Philippines, pp. 716 – 718.
http://en.unseco.org sciencereport
4. State of S&T by Michael Tan. Philippine Daily Inquirer, July 31, 2015.
http://opinion.inquirer.net/87174/state-of-st
Instructions:
1. Ask all members of the class to read the reference materials provided above.\
2. Individually, ask them to reflect on the state of S&T in the country, while going through the
reference material. You may use (but are not limited to) the following reflection points:
Activity designed by Maria Katrina C. Constantino, December 2016 Ateneo de Manula University
a) What are the strengths and weaknesses of Philippine Science and Technology research
development?
b) Do you think the government and private sector support relevant science and technology
priority areas?
c) Is the support of the government for science and technology research adequate (in terms of
its prioritization compared to other expenditures)?
d) If you were to draw up 3 top research priorities for the country, what do you think they
should be?
e) How do you “popularize” or drum up support for science and technology research in the
country for different target groups (i.e. students, politicians, investors, local scientists, etc.)
3. Allow them time to read the materials and reflect on the questions given above, making sure
they can give specific examples. (You may ask them to write individual reflection papers.)
4. Group the class into small groups of 4 – 5 students each. Have them share among themselves
their reflections and discuss their points of view and answers.
5. Have the students report to the class the highlights of their sharing (around 5 – 10 minutes per
group), allowing other groups to comment on the reports.
Most likely, answers regarding research priority areas would deal with established technologies
(i.e. agriculture) or those which are very familiar to the students (i.e. communications, etc.)
Emphasize the importance of those but equally point out some areas which may have not received
as much attention. Relate this to the difficulties in “popularizing” science research.
Activity designed by Maria Katrina C. Constantino, December 2016 Ateneo de Manula University