STS19 - STS Intro Handout PDF

University of Santo Tomas Course Instructor: A/Prof.
AC Ramos
COURSE INTENDED LEARNING OUTCOMES
Unit I: Introduction to Science, Technology & Society

At the end of this learning session,
you should be able to:
Significance of STS in the
context of Global Citizenship ● Recognize the importance of the STS movement in promoting
science literacy and environmental literacy towards sustainability;
Lesson 1 ● Analyze the relationships of science & technology with the local
and global societies; and
● Apply the scientific process in the learners’ everyday lives as global
citizens
A/Prof. Anna Cherylle Ramos

Natural Science Unit | Department of Biological Sciences | College of Science
SCIENCE, TECHNOLOGY & SOCIETY (STS)
WHAT IS
SCIENCE? Science is, in one
sense, our
knowledge of all that
— all the stuff that is
in the universe.
SCIENCE IS A BOTH A BODY OF KNOWLEDGE GOAL OF SCIENCE

AND A PROCESS
The goal of science is to
help understand the
natural world and
Science is defined as a improve people’s
system of knowledge of the lives.
natural world gained through
scientific method.
Philosophy of the natural

world
SCIENCE, TECHNOLOGY & SOCIETY (STS) SCIENCE, TECHNOLOGY & SOCIETY (STS)
Science, Technology and Society 1

University of Santo Tomas Course Instructor: A/Prof. AC Ramos
TECHNOLOGY AS APPLIED SCIENCE
WHAT IS
TECHNOLOGY?
comes from the Greek word,
teckhne meaning “art of craft” and
– logia, meaning a “subject or
interest.
“practical applications of what we

know about nature.”
CONNECTION
THE LANGUAGE OF SCIENCE

SCIENTIFIC METHOD
TECHNOLOGY AS APPLIED SCIENCE
LIMITATIONS
OF SCIENCE

LIMITS TO SCIENCE
How many bacteria do you

think could fit on the head
of a pin?
An explanation 1,000 or less
that is not testable About 10,000
poses a limit on About 100,000
science, at least About 1,000,000
More than 1,000,000
until a means of
testing becomes
possible.
LIMITS TO SCIENCE SCIENCE AND MORALITY
Some ideas are not scientifically testable at all.
The process of science cannot test and

determine what is MORALLY OR SOCIALLY correct
or incorrect.
SCIENCE AND MORALITY SCIENCE AND MORALITY

SCIENCE AND MORALITY
What people choose to do with this information may

be political or moral issue not a scientific one.
SCIENCE & TECHNOLOGY

IN ACTION
MEETING THE CHALLENGE MEETING THE CHALLENGE
Biologists combine RESEARCH and DATA from many

different fields of science to help reduce the spread of
disease.
Cholera is a disease
that is caused by
ingesting food or water
that contains the
Prof. Rita Colwell pathogenic, cholera
Distinguished University
Professor, Applied
bacterium.
Environmental Health,
University of Maryland
MEETING THE CHALLENGE SOLVING THE RIDDLE
Cholera outbreaks
Tiny animals called occurred regularly in water
copecods give the that tested negative for
bacteria an advantage. cholera bacteria.
Cholera bacteria cluster

around the copecod’s
egg sacs and spread
when the egg sacs burst.

SOLVING THE RIDDLE USING MODELS
Colwell developed a more sensitive test (technology) that Satellite data of the ocean to predict cholera outbreaks. In
relied on the chemical properties of the bacteria’s cell wall. this image, warm colors such as red represent warmer
water temperatures.
A LOW-TECH SOLUTION
Today, many people use saris to filter water. This low-tech

solution has greatly reduced the frequency of cholera
outbreaks.
WHY INTEGRATE
STS IN THE PHILIPPINE CURRICULUM
STS DESCRIBED SCIENCE, TECHNOLOGY & SOCIETY AS A COURSE
“Interactions between science and technology An interdisciplinary course that engages students
and social, cultural, political, and economic to confront the realities brought about by
contexts which shape and are shaped by them; science and technology in society, with all its
specific examples throughout human history of socio-political, cultural, economic, and
scientific, and technological developments.” philosophical underpinnings at play.
CHEd CMO 20 s. 2013

ESSENCE OF STS EDUCATION (Aikenhead, 1994)
reflective knowledge in the students

display ethical decision
Reference: Aikenhead, G. (1994). What is STS science teaching. In J. Solomon, & G. Aikenhead, STS Education: International Perspectives on Reform. New york: Teachers College Press.
STS EDUCATIONAL VIEWPOINTS STS EDUCATIONAL VIEWPOINTS
Students’ engagement with different • Its prominence in the school science

perspectives on societal issues concerning curriculum (Aikenhead, 2003).
the impact of science and technology on
everyday life (Fensham, 1988). • Ensure the development of a broad – based
science curriculum, embedded in the cultural,
socio-political contexts in which it was
formulated (Fensham, 1985).
PARADIGM OF STS TEACHING & LEARNING PARADIGM OF STS TEACHING & LEARNING
Society’s
response
Technology 2 Technology 1
(+) (-)
Science skills- Science

Inquiry based concepts
Reference: Aikenhead, G. (1994). What is STS science teaching. In J. Solomon, & G. Aikenhead, STS Education: International Perspectives on Reform. New York: Teachers College Press. Reference: Aikenhead, G. (1994). What is STS science teaching. In J. Solomon, & G. Aikenhead, STS Education: International Perspectives on Reform. New York: Teachers College Press.

EXAMPLE GLOBAL CITIZENSHIP (GC) & GC EDUCATION (GCED)
Global warming
(GW)
Societal response • GLOBAL CITIZENSHIP described: “a sense of
belonging to a broader community, beyond
national boundaries, that emphasizes our
common humanity and draws on the
Technologies to Technologies
address GW leading to GW interconnectedness between the local and the
global, the national and the international.”
(UNESCO, 2014)
• GCED’s 4 pillars: “learning to know”, “learning

to do”, “learning to be”, “learning to live
Science skills
Science concepts together” (UNESCO, 1996).
about GW
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) GLOBAL CITIZEN EDUCATION (GCED) &
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
UNESCO, 2013
Key conceptual dimensions of GCED and ESD

Cognitive Learners acquire knowledge, understanding and critical thinking
skills about global issues and the interconnectedness/interdependency
of countries and different populations.
Learners have a sense of belonging to a common humanity,

Socio- sharing values and responsibilities and holding rights.
emotional
Learners show empathy, solidarity and respect for differences
skills
and diversity
Behavioural Learners act effectively and responsibly at local, national and

skills global contexts for a more peaceful and sustainable world
IMPORTANCE
OF STS



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University of Santo Tomas Course Instructor: A/Prof.

COURSE INTENDED LEARNING OUTCOMES

Unit I: Introduction to Science, Technology & Society

A/Prof. Anna Cherylle Ramos

SCIENCE, TECHNOLOGY & SOCIETY (STS)

SCIENCE, TECHNOLOGY & SOCIETY (STS)

SCIENCE IS A BOTH A BODY OF KNOWLEDGE GOAL OF SCIENCE

Philosophy of the natural

Science, Technology and Society 1

TECHNOLOGY AS APPLIED SCIENCE

“practical applications of what we

THE LANGUAGE OF SCIENCE

SCIENCE, TECHNOLOGY & SOCIETY (STS)

TECHNOLOGY AS APPLIED SCIENCE

Science, Technology and Society 2

How many bacteria do you

LIMITS TO SCIENCE SCIENCE AND MORALITY

Some ideas are not scientifically testable at all.

The process of science cannot test and

SCIENCE AND MORALITY SCIENCE AND MORALITY

Science, Technology and Society 3

SCIENCE AND MORALITY

What people choose to do with this information may

SCIENCE & TECHNOLOGY

MEETING THE CHALLENGE MEETING THE CHALLENGE

Biologists combine RESEARCH and DATA from many

MEETING THE CHALLENGE SOLVING THE RIDDLE

Cholera bacteria cluster

Science, Technology and Society 4

SOLVING THE RIDDLE USING MODELS

Today, many people use saris to filter water. This low-tech

STS DESCRIBED SCIENCE, TECHNOLOGY & SOCIETY AS A COURSE

CHEd CMO 20 s. 2013

Science, Technology and Society 5

ESSENCE OF STS EDUCATION (Aikenhead, 1994)

reflective knowledge in the students

SCIENCE, TECHNOLOGY & SOCIETY (STS)

STS EDUCATIONAL VIEWPOINTS STS EDUCATIONAL VIEWPOINTS

Students’ engagement with different • Its prominence in the school science

Science skills- Science

Science, Technology and Society 6

EXAMPLE GLOBAL CITIZENSHIP (GC) & GC EDUCATION (GCED)

• GCED’s 4 pillars: “learning to know”, “learning

Key conceptual dimensions of GCED and ESD

Learners have a sense of belonging to a common humanity,

Behavioural Learners act effectively and responsibly at local, national and

SCIENCE, TECHNOLOGY & SOCIETY (STS)

Science, Technology and Society 7

SCIENCE, TECHNOLOGY & SOCIETY (STS)

Science, Technology and Society 8

SCIENCE, TECHNOLOGY & SOCIETY (STS)

Science, Technology and Society 9

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