university of the visayas college of arts and sciences

University of the Visayas College of Arts and Sciences

Course Title: Science, Technology and Society

Date Effective:

1st Semester,

AY 2018-2019

Date Revised: February 5, 2018

Prepared by:

Approved by:

Dr. Anna Lou C. Cabuens

Dean, College of Arts and Sciences

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PHILOSOPHY: Love, Leadership, Service to Humanities (Amor, Servitium, Humanitas)

VISION STATEMENT:

By 2019, the University of the Visayas (UV) is a research-driven university geared towards the development of human capital imbued with

social conscientiousness.

MISSION STATEMENTS:

To attain its vision, the university lives-up to the following:

a. Builds and embraces a sustainable research culture among students, faculty and non-teaching staff in support of its academic programs

and community extension thrusts.

b. Hones the talents and potentials of the students towards the practice of professions to be responsive to the changing local and global

demands of time.

c. Capacitates a community guided by the university extension framework.

d. Exemplifies the ideals of leadership, love and service to humanity.

GOALS

1. Produce, present, and publish cutting-edge multidisciplinary research outputs. 2. Provide competent professionals relevant to the demands of the local, national and global markets.

3. Equip the faculty with the necessary competencies to effectively transfer knowledge and technology.

4. Enable stakeholder to live-up to the Visayanian spirit, beneficial to the community.

OBJECTIVES

1. To come-up with an outcomes-based and research-oriented academic resources across all disciplines.

2. To increase faculty and student involvement in research undertakings.

3. To raise the number of published research outputs.

4. To bridge the gap between students’ career choice and their aptitudes. 5. To provide functional learning experiences congruent to industry needs and community services.

6. To maximize exposure of faculty to relevant professional experiences to enhance delivery of instruction.

CORE VALUES

Workmanship Efficiency Leadership Endurance Achievement Diversity

Wisdom Enthusiasm Service Empathy Responsibility Virtuousness Equality

GRADUATE ATTRIBUTES:



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COLLEGE OF ARTS AND SCIENCES

Vision: The College upholds excellence in the arts and sciences tradition. Its graduates will be recognized for their highly developed critical

thinking and communication skills, moral and spiritual values, intellectual integrity, democratic leadership and social awareness of the issues and

concerns of the community and nation.

Mission: To achieve this vision, the UV college of Arts and Sciences commits to prepare students for the world of work by providing them with

an invaluable set of employability skills, including the ability to think of themselves, the skills to communicate effectively, to write and publish

researches. It likewise exposes students for community service.

Objectives:

The UV College of Arts and Sciences aims to produce graduates who are able to:

1.demonstrate the ability to think critically and creatively;

2.manifest proficiency in both written and oral communication for purposes of informing, persuading and/or defending;

3.conduct researches that provide general knowledge and develop intellectual capacities by using all available resources;

4.assume leadership potentials in the community in particular and the country in general;

5.manifest involvement with the less fortunate members of the community through community service;

6.imbibe deeper appreciation of the importance and meaning of life;

7.nurture love for the arts and humanities; and

8.amplify social and ecological awareness through researches.

PROGRAM EDUCATIONAL OBJECTIVES

MISSION

a

b

c

d

Within five years after graduation, the graduates of Biology shall have:

1. performed work responsibly guided by the university mission values √ √ √

2. Entailed themselves on projects/tasks in the field of BS Biology for the advancement of the profession significant to the society

√

√ √ √

3. Established ability to unravel multifaceted problems with high ethical standards singly or teams

√

4. Engaged in career advancement that defines their future clear opportunities and career path for professional development and social enhancement.

√ √ √



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COURSE SYLLABUS

1. Course Code : GE- 2 ]

2. Course Title : Science, Technology and Society

3. Pre-requisite : None

4. Co-requisite : None

5. Credit : 3 units

6. Course Description : This is an interdisciplinary course deals with interactions between science and technology and social, cultural,

and economic contexts that shape and are shaped by them. It also engages students to confront the realities brought about by science and

technology in society as well as increase the awareness towards climate change. This too seeks to instill reflective knowledge in the students that

they are able to live the good life and display ethical decision making in the face of scientific and technological advancement. 7. Student Outcomes and Relationship to Program Objectives

Student Outcomes Program Educational Objectives

1 2 3 4

a) An in-depth understanding of the basic principles governing biological science

√ √

b) knowledge and understanding to a critical assessment of current views and

theories in related areas of the biological sciences;

√ √

c) basic biological and chemical techniques in either laboratory or fieldwork research setting;

√ √ √ √

d) to carry out basic mathematical and statistical computations; √ √ √

e) adequate technical writing skills and effective oral communication abilities; √ √

f) critical, analytical and problem solving skills;

√

g) skills required for both autonomous practices and teamwork;

. √ √

h) to think critically, solve problems, and appreciate the limitations and

implications of Science in everyday life.

√ √ √



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i) develop an objective viewpoint for discerning information and analyzing biases

of other people; √ √

j) precision in making observation and able to distinguish small differences

between samples and events; and most importantly;

√ √ √

k) a strong sense of ethical behavior.

√

l) Design and perform techniques and procedures following safe and responsible laboratory field practices.

√ √

m) Accepts and critically evaluates input from others. √ √ √

n) Appreciates the limitations and implications of science in everyday life √ √ √

o) Commit to integrity of data √ √

p) Develop an in-depth understanding of the basic principles governing the science of life

√ √

q) Utilize techniques/procedures relevant to laboratory or field work research settings.

√ √

r) Carry out basic mathematical and statistical computations use of appropriate technologies in the analysis of biological data.

√ √

s) Extend knowledge and critically assess current views and theories in selected areas of the biological science

√ √

8. Course Outcomes (COs) and Relationship to Student Outcomes:

Course Outcomes

The student should be able to:

Student Outcomes

a b c d e f g h i j k l m n o p q r s

1. Articulate the impacts of science and

technology on Philippine society.

2. Explain how science and technology

affect society and the environment and

its role in nation- building.



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3. Analyze the human condition in order to deeply reflect and express

philosophical ramifications that are

meaningful to the student as a part of

society.

4. Define and demonstrate the impact of

social media on the student’s life and

Philippine society in general.

* Level: I- Introduced, P- Practiced, D- Demonstrated

9. Course Coverage:

Week DAYS Topics Learning Outcomes Teaching-Learning Activities (TLA)

Resources Assignment/ Strategies Task

(TA)

Course Outcomes

1

1

General Concepts

in Science,

technology, and

Society

Discuss the interactions between S & T and

society throughout history

Discuss how scientific and

technological developments affect

society and the

environment

Identify inventions and discoveries that changed

the world over the course

of history.

Explain the scientific and

technological

developments in the

Philippines.

Lecture/ Discussion

Guide Question:

1. Give three

major scientific and technological

developments in

the world that

created a large impact on your

daily life.

Reflection/ Discussion

Guide Questions:

1. What historical

antecedents gave

rise to the

LCD projector Audio and/or

video clips of

various

media (e.g. Multimedia

presentation

STS Manual

Short answer quiz on the

impact of

Science and

Technology to society and the

environment.

Matching type

test on the inventions/

discoveries in

time periods;

ancient, medieval,

modern and

Philippines.

CO1

Historical Antecedents in

the Course of

Science and

technology Ancient Times

CO1

2

Historical

Antecedents in

STS during

Middle/ Medieval

Ages

CO1

Commented [M1]: *Activity: Day 1: Orientation…. Requirements: -book, scissors, coloring materials, tape, manila paper, construction papers, glue, paper… Overview of STS “What do you want to learn about the STS? Assignment: *Group the students according to: ANCIENT TIMES -Sumerian -Babylonian -Egyptian -Greek -Roman -Chinese MEDIEVAL/ MIDDLE -MODERN -PHILIPPNIES

Commented [M2]: Day 2: Presentation Presentation: Rubrics:



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Historical

Antecedents in

STS during Modern Time and

Philippines

Discoveries

inventions that

give impact to the

world and the

Philippines?

2. How did the

developments in

science and

technology shape human history?

Activity:

*Standing on the Shoulder of the

Giants

(e.g. 1. hour

glass: a.

medieval time)

Reflection Essay:

Give the impact of

Philippine

discoveries to the society and

development of

Science and

Technology.

CO1

2

1

Intellectual

Revolutions

“Copernican

Revolution”

Articulate ways by which

society transformed by

science and technology through intellectual

revolutions.

Determine the paradigm shifts in history of S & T in

the Philippines.

Explain the intellectual revolutions changed the

ways of human

perceptions.

Creative Group

presentation

-Each group will

choose intellectual revolutions and

present in class.

Philip 66 -Name scientific

revolutions that

happened in the ff.

places: Meso- America, Asia,

Middle East, Africa

LCD projector

Multimedia

equipment Audio player

Props

STS Manual

Rubrics (group

presentation)

Written quiz

(Identification and True- False

Questions about

Intellectual

revolutions) Reflection Essay:

-How do

intellectual

revolutions transform

societies?

CO1,

CO2

2

Darwinian

Revolution

CO2

Freudian

Revolution

CO2

Commented [M3]: Quiz: Matching type:

Commented [M4]: Group Work: Assigned each group in the ff.: *COPERNICAN *DARWINIAN *FREUDIAN Day 4: Presentation with Rubrics Quiz Identification/ Essay

Commented [M5]: Assignment: Name the ff……..



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3

1

Science,

Technology, and

Nation Building

Explain how early Filipinos

applied scientific principles

in their daily living;

Describe the role of

Science and technology in

Philippine nation building

Present government

policies on science and

technology and explain the

importance to the nation.

Evaluate government

policies pertaining to

science and technology in

terms of their contributions to nation building.

Portraying the

“Then and Now”

highlight events of

the following: Health, Politics,

Education, Social

Media/ News,

Family, Agriculture

Lecture/ Discussion

Poster Making Draw how science

and technology

impact nation

building

Government Policies

presentation and

evaluation

LCD Projector

Multimedia

presentation/equipment

Audio Player

Manila Paper

Pen Colored Pens

Others

available

Rubrics for group

portraying of Then

and Now

Rubrics for Poster

Rubrics for Creative Work

Reflection Essay

Problem Tree

Analysis

CO2

2

Science,

technology, and Nation Building

Pre- Colonial

period

CO2

4

1

Science,

Technology, and

Nation Building

Colonial Period

CO2

2

Science,

technology, and Nation Building

Post- Colonial

Period

CO2

5

PRELIM EXAMINATION

Commented [M6]: Day 1 Portray then and now in the following aspect: *Health *Education *Politics *Family *Agriculture *Social Media/ Communication Lecture/ Discussion

Commented [M7]: Day 2: Pre-colonial- Essay Question/ Reflection Colonial- Video: Karen Davila (Pinoy Inventors) Assignment: History of Philippine inventions from Marcos time – present Activity: Timeline of the development of science technology in the Philippines Post- colonial- Poster Making (individual)

Commented [M8]: Assignment: Government policies that impact the nation building Present in the ff.day



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6

1

STS and the

Human Condition

Analyze human condition

to reflect philosophical

ramifications in the society

Discuss what technology reveals

Examine modern

technology and its role in

human flourishing Explain the role of art in a

technological world

Artwork

-Pick a work of art

that best reveals technology

-Discuss the

LCD projector

Picture of

artwork

TV screen

Rubrics for

artwork

Essay/ Short answer question

CO2

2

STS and Human

Flourishing in

Science and

Technology

CO2

7

1

Human

Flourishing as Reflected in

Progress and

Development

Critique human flourishing

vis-à-vis the progress of science and technology.

Explain Hickel’s paradigm

of development.

Differentiate it from the traditional notions of

growth and development

Blended Learning:

Video clip of “The Magician’s Twin”

to be watched

from home

Reflection

LCD Projector

Multimedia presentation

Video Clips

Bond paper

Assignment:

Watch the video clip at home

Critique the

video clip in comparison of

traditional and

modern progress

2

Human

Flourishing as Reflected in

Progress and

Development

Reflective Presentation

8

1

The Good Life

Explain the concept of the good life as posited by

Aristotle.

Define good life.

Examine shared concerns

that make up the good life to come up with innovative

and creative solutions to

contemporary issues

Blended Learning Watch the film

“The Sugar Film”

Reflective Essay

LCD projector TV screen

Journal

Essay Rubrics Identification

Quiz

2

Ethics and Modern

Concepts

9 MIDTERM EXAMINATION

Commented [M9]: Lecture/ Discussion Activity: Artwork Suggested: Video: Village and the Funeral/ Allegory of the Cave Day 2: Presentation of Artwork

Commented [M10]: Article Reading Answers pp. 66-67 (STS book) Suggested: Video: Magician’s Twin

Commented [M11]: Video Showing: The Magician’s Twin Comparison of traditional and modern technology Example: River use (before as pride, now for tourist attraction)

Commented [M12]: *An idea of a good life* Lecture/ Discussion Concept map Suggested: Video: The Village of the watermills.. Reflection about the video

Commented [M13]: *Role play*. (Intellectual virtue and moral virtue” Situation will be given: -sports -politics -school -health -family Quiz… Short answer quiz/ Multiple choice..



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10

1

When Technology

and Humanity

Cross

-Human Vs.

Robots”

Exemplify human rights in order to uphold such rights

in technological ethical

dilemmas.

Evaluate contemporary human experience to

strengthen the human

person functioning in

society. Identify laws and policies in

the country that protect the

human well- being in

technological advancement and ethical dilemmas.

Movie Review “I Robot”

News Clip

“Jessica Soho: Coal Mining

LCD projector

News Clip Video

Essay reflection

on the video Think pair Share

-Search for

national policies

or laws that address the

ethical and moral

concerns in the

technological era.

CO9, CO14,

2

When Technology

and Humanity

Cross “Why Does Future Does Not

Need Us”

11

1

Information

Society

Determine the human and

social impacts of the

development in the

information age. Discuss the evolution of

technology from the ancient

times up to the present.

Illustrate how social media have affected their lives

Determine social issues and

impacts to social and human

life.

Describe the impacts of information age and

developments to society.

Substitution

cypher decoding.. see page 95 (STS

Manual)

LCD projector

Ppt files STS Manual

Reflection

Questions Timeline Mapping

Gallery Walk

Expected Output:

Interview result/

output

2

The Information

Age Evolution

12

1

The Nano World

Define the major potential

and realized impacts of

nanotechnology on society.

Analyze nanotechnology through the conceptual STS

lenses.

Examine the costs and

benefits to society of nanotechnology.

Group

Presentation

-Class will decide

on something in which

nanotechnology is

used their field;

(e.g. Nursing: Medical/ Surgical

LCD projector

TV Screen

Library/

Online Sources

TED talks

Group

Presentation

rubrics

Identification Quiz

CO 1,

CO2

CO3

CO4,

Commented [M14]: *Think out of the box.. Materials: stones, sticks, leaves, papers, etc… Suggested: Stone Tool Making Termite fishing

Commented [M15]: Hollow Man *Movie review”… Critique…

Commented [M16]: Information Age: Gallery Walk -History of IT… discovery of IT Output: Timeline Mapping Cypher decoding

Commented [M17]: Impacts of Social media to one’s life.. 5 with different professions/ lifestyle Each group is assigned to specific group of profession Then give their own point of view

Commented [M18]: Nano world/ Gene Therapy Research a case study (recent discovery/ agency involving nanotech How this nanotech can help your field of study.. Article Reading (case study about gene therapy)



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2

Gene therapy

Describe gene therapy and its various forms.

Discuss the prevalence of

gene therapy in daily life

Explore the opportunities that may be opened by

gene therapy in the future.

procedure, Maritime:

Navigation

Compass and

Films, etc.) TED Talks “The

Next Step in

Nanotechnology”.

Research on latest

developments

about gene

therapy

Article Reading/

Presentation

Oral Quiz Presentation

13

SEMI- FINALS EXAMINATION

14

1-2

Biodiversity and Biotechnology and Conservation

Determine the interrelationships of society,

the environment, and

health.

Explain the process of

genetic engineering. Discuss the ethics,

implications, and potential

future impacts of GMO’s.

Tossing of Coins -How many times

you tossed the

coins in order to

get 50-50 ratio.

Search for

endemic-

endangered

species in the Philippines then

make a report on

their status and

ways of conservation.

Product Showing

of GMO’s

Article Reading Article: “Ethics in Research

with Vulnerable

Populations and Emerging Countries: The Golden

IUCN website Internet

sources

Conservation

Journal

Pictures of GMO and

Non- GMO

Products

Assignment about STEM

Cell Therapy

and Issues

Oral presentation rubrics

Identification

quiz on non-

GMO and GMO

products

15

3-4

Biodiversity And GMO’s



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Rice Case.” (Duguet, Anne Marie et.al., Journal of

International Law and Commercial Regulations.

Summer 2013, Vol. 38

Issue 4, p979-1013, 35p) Agroecology:

16

1

Climate Change “Earth’s Movement”

Explain how climate change happens.

Provide pieces of evidence

to affirm the presence of

climate change

Discuss the implications of climate change

Assess the issues potential

benefits to detriments to

global health Identify the causes of

climate change

Evaluate the impact of

climate change including economic, geopolitical,

meteorological, and others.

Apply STS concepts to the

issue of climate change Research STS issue that

impacted the society and

environment.

Video Clip/ ppt Presentation

BUHOS: A Climate Change

Documentary by Loren Legarda

Documentary

Critique

Critique Paper Journal Writing

Conservation and

Preservation of

Environment Action Plan

LCD projector Multimedia

presentation

equipment

Oral Presentation rubrics

Reflection Essay

Group

presentation

rubrics

CO4

2

Global Warming

CO4

17

1

Greenhouse Gases

CO4

2

Global Issues on Climate Change

CO4

18

FINALS EXAMONATION/ CULMINATING ACTIVITY



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10. Opportunities to Develop Lifelong Learning Skill

Manage one’s knowledge, skills, and values for responsible and productive living, and organize one’s self for lifelong learning.

11. Contribution of Course to Meeting the Professional Component:

General Education: 50% Purposive Communication: 50%

Total: 100%

12. Textbook:

McNamara, D.J., Valverde, V.M., Beleno, R. (2018). Science, Technology, and Society. C & E Publishing, Inc.

Anderson, Philip W. “More is Different—One More Time,” in More is Different: Fifty Years of Condensed Matter Physics, ed.

N. Phuan Ong and Ravin N. Bhatt, Princeton University Press, 2001.

Balakrishnan, Janaki and B V Sreekantan, eds. Nature’s Longest Threads: New Frontiers in the Mathematics and Physics of Information in Biology, World Scientific, 2014.

Caoli, Olivia. “A History of Science and Technology of the Philippines,” in Analysis of Conditions for National Scientific

andTechnological Self-Reliance: The Philippine Situation, Quezon City: University of the Philippines, 1986.

13. Course Evaluation

Student performance will be rated based on the following:

Assessment Tasks Weight (%) Minimum Average for Satisfactory Performance (%)

Class standing Quizzes 40%

70% passing Oral recitation

Written output

Performance test

Major examination

Prelim 30%

70% passing Midterm

Semi-Finals Finals

Research / project

Output

Oral presentation 50% passing

Written output 30%

Course Portfolio



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TOTAL

100%

The final grades will correspond to the weighted average scores shown below

13.1 Other Course Policies

a. Attendance

According to CHED policy, total number of absences by the students should not be more than 20% of the total number of

meetings or nine for a three-unit-course (6 meetings). Students incurring more than 9 hours of unexcused absences automatically gets a failing grade regardless of class standing.

b. Submission of Assessment Tasks (Student Outputs) should be on time; late submittal of coursework’s will not be accepted.

If you have a justifying circumstance, it must be discussed and a decision made before the due date or it is due when the assignment is due. Copied works/tasks or any required material to be submitted in the class are strictly prohibited and found

guilty will be considered as cheating as well.

c. Major Examination (Long Quiz for both written and on-line and Final Exam) will be administered as scheduled. No special

exam will be given unless with a valid reason subject for approval of the Chairman of the Math and Science Department. Furthermore, students of this course are required to participate actively in the events/activities organized for this course.

d. Course Portfolio will be collected at the end of the quarter. Lost documents will not be given due credit.

e. Language of Instruction

Final Average Final Grade

Prelim 15%

Midterm 20%

Semi-Final 30%

Final 35%

Total 100%



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Lectures, discussion, and documentation will be in English. Written and spoken work may receive a lower mark if it is, in the

opinion of the instructor, deficient in English.

f. Honor, Dress and Grooming Codes

All of us have been instructed on the Dress and Grooming Codes of the Institute. We have all committed to obey and sustain

these codes. It will be expected in this class that each of us will honor the commitments that we have made.

For this course the Honor Code is that there will be no plagiarizing on written work and no cheating on exams. Proper citation

must be given to authors whose works were used in the process of developing instructional materials/class produced

reviewers/design projects/video clips and learning in this course. If a student is caught cheating on an exam by his instructor or

substitute teacher, he or she will be given zero mark for the exam. If a student is caught cheating twice on the same course, the student will be referred to the Prefect of Student Affairs and be given a failing grade.

Grave misconduct other than cheating will likewise be given a failing grade. Disrespect to your teacher or to others in the

classroom will not be tolerated in the least. Argument is great but bullying, fighting, mocking, and demeaning the teacher or other students will not be allowed. Come to class on time, there can be mitigating circumstances from time to time but if it

becomes a chronic behavior you may lose points or credit for the class.

g. Consultation Schedule

Consultation schedules with the professor are posted outside the Consultation Room. It is recommended that the student first set an appointment to confirm the instructor’s availability.

14. Other References

14.1 Online Sources

https://www.youtube.com/watch?v=DoLCtvDvhkI

http://www.flowofhistory.com/readings-flowcharts/revival-west/the-age-enlightenment/fc97

http://www.flowofhistory.com/readings-flowcharts/revival-west/the-age-enlightenment/fc98 http://www.flowofhistory.com/readings-flowcharts/revival-west/the-age-enlightenment/fc99


http://www.flowofhistory.com/readings-flowcharts/revival-west/the-age-enlightenment/fc100a

http://www.flowofhistory.com/units/west/15/FC101

http://www.flowofhistory.com/%5Bmenupathalias%5D/fc102 http://www.flowofhistory.com/units/west/15/FC103

http://www.dbm.gov.ph/wp-

content/uploads/GAA/GAA2015/GAA%202015%20Volume%20I/NEDA/NEDA.pdf

http://www.dbm.gov.ph/wp-content/OPCCB/OPIF_2007/neda3.pdf

https://www.youtube.com/watch?v=DoLCtvDvhkI





http://www.flowofhistory.com/readings-flowcharts/revival-west/the-age-enlightenment/fc100a


http://www.flowofhistory.com/%5Bmenupathalias%5D/fc102


http://www.dbm.gov.ph/wp-%09content/uploads/GAA/GAA2015/GAA%202015%20Volume%20I/NEDA/NEDA.pdf

http://www.dbm.gov.ph/wp-%09content/uploads/GAA/GAA2015/GAA%202015%20Volume%20I/NEDA/NEDA.pdf

http://www.dbm.gov.ph/wp-content/OPCCB/OPIF_2007/neda3.pdf



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(http://projektintegracija.pravo.hr/_download/repository/Kuhn_Structure_of_Scientific_Revolutions.pdf)

(http://plato.stanford.edu/entries/scientificprogress/#SciPro) (http://www.encyclopedia.com/topic/Philosophy_of_science.aspx#3)

(http://www.encyclopedia.com/topic/Scientific_Revolutions.aspx#3)

15. Course Materials Made Available:

Course Calendar

Samples of Coursework’s /Design Projects/Video Presentations/Class Produced Reviewers

Reading Articles Documentary Film

Samples of written examinations of students

End-of-course self-assessment

Sample of Case Studies/ Researches Rubrics

16. Committee Members:

Prepared by:

CELESTE L. MAGHUYOP, MAEd-Science Department Chair/ CHED-Trained Faculty for GE Teaching: Science, Technology and

Society

Reviewed by:

RAMIE L. BULAYBULAY, JR., M.A. Chair, CAS Committee on Instructional Development & Curriculum Review

Approved for Use by:

ANNA LOU C. CABUENAS, Ed.D. Dean, College of Arts and Sciences

http://projektintegracija.pravo.hr/_download/repository/Kuhn_Structure_of_Scientific_Revolutions.pdf

http://plato.stanford.edu/entries/scientificprogress/

http://www.encyclopedia.com/topic/Philosophy_of_science.aspx#3

http://www.encyclopedia.com/topic/Scientific_Revolutions.aspx#3

university of the visayas college of arts and sciences

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