Free Sample: Engineering and Science Education Progr paper example for writing essay

Engineering and Science Education Progr - Essay Example

Currently, there are 280 Tech-Voce High Schools n the Philippines, 140 of which are priority Tech-Voce High Schools. Special Program for Sports (SSP)[edit] The Special Program in Sports is in the line with efforts of the Depend to institutionalize a program that will identify / discover students with potential sports talents and train them for higher levels of athletic competitions. The Special Program for Sports offers a four year secondary curriculum patterned after that of a regular high school, with specialization in sports.

Special Program in the Arts (SPA)[edit] Special Program in the Arts is designed to cater to the needs of students who are talented in the arts. It is a program for students with potential talents in different fields of arts, namely, Music, Visual Arts, Theater Arts, Media Arts, Creative Writing and Dance. The Program offers a comprehensive secondary education centered in the arts, covering a range of art forms and disciplines. Arts education is an integral component of a balanced educational program and also provides the background for post-secondary level work.

Special Program in Journalism (SSP)[edit] Special Program in Journalism is developed to enrich the experiences, hone the journalistic skills and competencies of student-writers and to strengthen free and expansible Journalism. It is designed to develop the learners’ skills in mass writing as a process and as an art. Special Science Grade School (SASS)[edit] As part of the expansion program of the Department of Educations’ Engineering and Science Education Program, the Special Science Elementary School was established, to serve as feeder school for science high schools.

This program 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 come productive partners in the development of the community and society and it aims to determine the qualities that science inclined learners possess; describe the characteristics of a good special elementary school; and determine the factors inputted into the SEES that significantly contribute to the improved performance of the learners involved in the study.

Currently there are 57 special science elementary schools entire the Philippines. SEES, according to the guidelines should have “state of the art” technology that provides for standard size classrooms of 7 meters by 9 eaters with at least two computers, a television set, cassette recorder, player LCD projector, POP, VISHNU/DVD player for every classroom. The classrooms should also have science laboratories, computer laboratory with multimedia and internet facilities; speech laboratory; music room and musical instruments and a gym with functional sports facilities. [l] References[edit] 1 .

Jump pupa Depend Trains alfalfa Teachers on Science Projects Home Current Students Prospective Students Alumni People News Home :. About :. Objectives Old Main Clock Tower Related Links History Courses Academic Programs Background Educational Objectives What is Engineering Science? Visiting SEEMS Photo Gallery More Frequently Asked Questions Contact Us Engineering Science Program Educational Objectives Engineering science is a multidisciplinary honors program that emphasizes enhanced understanding and integrated application of engineering, scientific, and mathematical principles.

The program is unique in providing a broad foundation in the sciences and associated mathematics that underlie engineering and provides students the opportunity to obtain a depth of knowledge in an area of their choosing through technical electives and an honors thesis. The curriculum is designed for students who seek to link the engineering disciplines with science. In addition to taking core courses in mathematics, physics, chemistry, and biology, students study thermodynamics, heat transfer, electromagnetic, solid and fluid mechanics, electrical devices, materials science, and failure analysis.

During the senior year, all students select a focus area of study, complete a capstone research and design project and write a thesis that integrates the scientific principles of research, design, and analysis and applies them to engineering. Focus areas of study include, but are to limited to, electrical, mechanical, civil, bioengineering, and materials and are typically interdisciplinary. Hence, engineering science students achieve both depth and breadth in engineering and science, are able to function across disciplines, and graduate well prepared for advanced studies, as well as professional employment.

The expected accomplishments of Engineering Science graduates in the first several years following graduation are: 1. Participate in lifelong learning activities including but not limited to masters, doctorate, medical, and law degrees, continuing education, leadership development, management training, and global involvement/ awareness. 2. Engage in practice in a wide variety of fields including but not limited to electrical systems, electronics, mechanical systems, materials development, forensics, bimetallism, medicine, law, and business. 3.

Research, develop, design and/or utilize new products, processes, materials, devices, systems, and/or tools. 4. Communicate findings and best practices at conferences, meetings, and to the general public, through technical publications Urinals, reports, memoranda), presentations, intellectual property generation, and patent filings. . Use state-of-the- art tools for the benefit of society. 6. Participate in and promote the value of diversity in society. 7. Encourage and foster future generations of engineers through mentoring, service, and outreach.

It is being implemented in selected 110 public high schools and 6 learning Resource Centers nationwide. // Science Curriculum Framework The Science Curriculum Framework articulates standards, core competencies, approaches and underlying principles in Science for secondary schools in the country. The framework is constructed around the development of a functionally literate Filipino who demonstrates understanding of basic Science concepts and processes in an integrative way to solve problems critically, think innovative and make informed decisions in order to protect the environment conserve resources and sustain quality life.

To advance this vision of a functionally literate Filipino in Science, the curriculum is designed and developed around three domains of Science, namely: (1) acquiring scientific knowledge; (2) understanding scientific knowledge; and (3) creating scientific knowledge. Acquiring scientific knowledge is about accessing information, I. E. , what information is needed, where information can be located and how information can be gathered. On the other hand, understanding scientific knowledge includes the processing and making meanings out of the information.

This domain focuses on demonstration of different facets of understanding: explanation, interpretation, application, perspective, empathy and self-knowledge. Beyond learners being mere consumers of scientific knowledge, they should also be able to use their acquired knowledge to create or produce new knowledge in science. This domain, creating scientific knowledge, challenges learners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently and re-engineer processes.

It also involves designing, constructing, planning, producing and inventing products. What needs to be encouraged is the production of new scientific knowledge or products which can contribute to the protection of the environment and sustainable use of resources. Stewardship of nature is a core value that is being strengthened along with other scientific attitudes and values. Aside from values placement, the enhancement of scientific thinking skills is embedded in the three domains.

The initialization by learners of these skills can be facilitated through the following approaches which can be used individually or in combination: multidisciplinary, interdisciplinary, contextual learning, problem/pro]etc/issue-based learning and process-based approaches. Multidisciplinary and interdisciplinary approaches deal with integration within science disciplines and across learning areas. Contextual Learning Approach provides applications of science concepts, processes, principles and laws within the context of real-life situations.