Republic of the Philippines

Biliran Province State University

ISO 9001:2015 CERTIFIED

School of Teacher Education

Bachelor of Secondary Education (CMO 75, s. 2017)

1st Semester, S.Y. 2023-2024

COURSE SYLLABUS

I. Course No. : GE-STS

II. Course Title : Science Technology and Society
III. Pre-requisite : None
IV. Co-requisite : None
V. Credit Units : 3 units
VI. Time Allotment : 3hrs/week, 54 hrs/semester

Prepared by: Reviewed by:

MAE A. VERIAN – CEBLANO, MAT FHEBEE S. BARRINA, MASPED AINE T. ARCABADO, MAED GRACE L. CONCEPCION, EdD
Instructor CQMR, School of Teacher Education GAD Secretariat, School of Teacher Education Chairperson, BSED Department
Date: ________________ Date: ______________________ Date: _____________________ Date: ____________

Approved by:
MARIBEL N. ZIPAGAN, PhD SUSAN S. BENTOR, PhD
Dean, School of Teacher Education Vice President, Academic Affairs
Date: ______________________ Date: _______________
 BiPSU VISION

A state university leading in research and innovation for human empowerment and societal development.

BiPSU MISSION
To advance the university through innovative human resource, responsive research, sustainable production and demand – driven extension services.

QUALITY POLICY STATEMENT

The Biliran Province State University is committed to providing quality education through its strategic direction, “Weave of Worthiness: a 5-year Development Plan”, by developing
globally competitive graduates and intensifying instruction, research and innovation, extension and production services in compliance with statutory and regulatory requirement
by ensuring customer satisfaction that leads to the continual improvement of the quality management system.

BiPSU CORE VALUES

Brilliance, Innovation, Progress, Service, & Utility

VII. OUTCOMES

Institutional Program Outcomes Program Educational I,P,D Course Outcomes

Outcomes Objectives

Leading in PO2 Manifest meaningful and comprehensive Exhibit mastery of subject I CO1 Articulate the impacts of science and
Research and pedagogical content knowledge (PCK) of the matter/discipline technology on Philippine society through an
Innovation respective subject. activity report (interview with elders)

CO2 Present a talk-show how to live a good

Human PO3 Manifest skills in communication, higher Apply skills in the development I
life in a society transformed by science and
Empowerment order thinking and use of tools and technology and utilization of ICT to promote
technology.
to accelerate learning and teaching quality, relevant and sustainable
educational practices.
CO3 Design a promotional material
highlighting the importance of science and
Societal PO1 Demonstrate in-depth understanding of Facilitate learning using a wide
technology in the preservation of the
Development the diversity of learners in various learning range of teaching
environment, and the development of the
areas. methodologies and delivery
Filipino nation.
modes appropriate to specific I
learners and their environment.
CO4 Create an info-drive video on the
importance of climate change understanding
and environmental awareness.

VIII. COURSE DESCRIPTION

The course deals with interaction between science and technology and social, cultural, political, and economic contexts that shape and are shaped by them. This
interdisciplinary course engages students to confront the realities brought about by science and technology in society. Such realities pervade the personal, the public and the
global aspects of our living and are integral to human development. Scientific knowledge and technological development happen in the context of society with all its socio-political,
cultural, economic and philosophical underpinnings at play. It 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, and includes mandatory topics on climate change and environmental awareness
Course Outline and Time Frame

Week Topics
GENERAL CONCEPT AND STS HISTORICAL DEVELOPMENTS
1-3 Historical antecedents in which social considerations changed the course of science and technology
4 Intellectual revolutions that defined society
5-6 Science and technology and nation building
STS AND THE HUMAN CONDITION
7-8 The Human Person flourishing in terms of science and technology
9 The Good Life
Midterm Exam
10 When technology and humanity cross
11-12 Why the future does not need us
SPECIFIC ISSUES IN STS
13 The information Age
14-15 Biodiversity and the healthy society
16 The Nano world and Gene Therapy
17-18 Sustainable Development Goals, Climate Change and Environmental Awareness, Artificial Intelligence

VIII. LEARNING PLAN

Week Course Outcomes Intended Learning Topics Teaching and Learning Assessment Tasks Learning
Outcome (ILOs) Activities Resources
1 Student On Boarding and LMS video presentation Demonstrate WoW BiPSU LMS
Articulate/navigate the BIPSU - LMS Flexible Learning learning by
Management System articulating Institutional
Orientation Present the BiPSU responses on the promotional
Determine the essential features of the university Vision, Mission, and Goals questions provided video/s,
vision, mission, goals and objectives Course Overview using video presentation, or in the LMS Handouts,
- BiPSU Vision, leaflets/brochures Reference
Mission, Goals Show the university Materials (CMO.
Distinguish the Institutional Outcomes (IO), Presentation of the course vision, mission, and 53.,s 2007)
Program Outcomes (PO), Course Outcomes (CO), - Syllabus syllabus to students to goals using pictures
and Intended Learning Outcomes (ILO) Orientation establish agreement of the “university in
action”
2-3 CO1 Articulate the LO1 Discuss the 1. Historical Individual Task Paper and Pencil Serafica, J. et al.
impacts of science interactions between S &T antecedents in Reading outside web resources Test (2018). Science
and technology on and society throughout which social (BIPSU LMS) Technology and
Philippine society history considerations Society
through an activity changed the course Using a matrix, identify the Graded Recitation
report (interview with LO2 Discuss how scientific of science and fundamental changes in McClellanJ and
elders) and technological technology approach or underlying Dorn, Harold (2nd
development affect society a. In the world view assumptions in Enabling Edition). Science
and the environment b. In the Philippines history Assessment Task. and Technology
in World History
LO3 Identify the paradigm Dialogical Exchange. Let the students
shifts in history In the group of three, Discuss write an activity Layton, David
the report how (1986).
interactions between technology and Innovation in
S&T and society science affect Science and
throughout history Philippine society. Technology
(Zoom/Google Meet) Education
Student’s output will
Engage be evaluated using a Schweitzer,
Based on the distinguishing rubric with the areas Glenn (2008)
elements, let the students of assessment: Science and
discuss how a. Organization Technology and
scientific and of the the Future
technological interview Development of
developments affect report Societies:
society and the b. Understandin International
environment g Workshop
c. Word choice Proceedings
Virtual Brainstorming Sessions d. Sentence
(Zoom/Google Meet) construction

4 LO4 Articulate ways by 2. Intellectual Assigned Readings Paper and Pencil Serafica, J. et al.
which society is Revolution that Read Intellectual Revolution that Test (2018). Science
transformed by science and defined society defined society Technology and
technology. a. Copernican Society

5-6 LO5 Discuss the role of
Science and Technology in
Philippine nation building
LO6 Evaluate government
policies pertaining to
science and technology in
terms of their contributions
to nation building
LO7 Identify actual science
and technology policies of
the government and
appraise their impact on the
development of the Filipino
nation
7 LO8 Analyze the human
condition in order to deeply
reflect and express
philosophical ramifications
that are meaningful to the
students as a part of society
b. Darwinian Elaborative Learning Form a Graded Recitation
c. Freudian group of five. Each one should
d. Information be able to: Group Presentation
e. Meso-American a. discuss how the ideas of
f. Asian Copernicus, Darwin and Freud
g. Middle East contributed to the spark of
h. African scientific revolution
b. Analyze how scientific
3. Science and revolution is done in various Government
Technology and parts of the world Documents: 1.
Nation Building NEDA. National
a. The Philippine Encourage students to recount Development
Government S&T the experiences that they have Agenda; Regional
Agenda with their teachers in the basic Agenda
b. Major development education. Using a web  Filipino Great
programs and organizer, let them identify the Men and Women
personalities in S&T in qualities of a professional  Great Filipino
the Philippines teacher. Inventions
c. Science Education in
the Philippines Interview with elders Serafica, J. et al.
d. Selected indigenous Small Group Discussion (2018). Science
science and Allow students (3 members) to Technology and
technologies engage in a short activity with Society
their classmates. Let them do
the following:
4. The Human Person Serafica, J. et al.
Flourishing in terms a. discuss the concept of (2018). Science
of science and indigenous science Technology and
technology Society
b. discuss the contribution of
5. Technology as a indigenous science in the McClellanJ and
way of revealing development of science and Dorn, Harold (2nd
technology in the Philppines Edition). Science
and Technology
in World History
 8 LO9 Critique human
flourishing vis-à-vis the
CO2 Present a talk- progress of science and
show how to live a technology so that the
good life in a society student can define
transformed by himself/herself the meaning
science and of the good life
technology.
9 LO10 Examine shared
concerns that make up the
good life in order to come
up with innovative, creative
solutions to contemporary
issues guided by ethical
standards
MIDTERM EXAM
10
LO11 Examine human
rights in order to uphold
such rights in technological
ethical dilemmas
11-12
LO12 Evaluate
contemporary human
experience in order to
strengthen and enlighten
the human person
functioning in society
6. Human Flourishing Individual Task Paper and Pencil Serafica, J. et al.
Reading outside web resources Test (2018). Science
(BIPSU LMS) Technology and
Graded Recitation Society
Dialogical Exchange.
In the group of three, discuss Talk-show will be
the different conceptions of evaluated using the
human flourishing following criteria:
7. The Good Life (Zoom/Google Meet) Serafica, J. et al.
(2018). Science
Engage a. Organization - Technology and
Based on the different Supports the idea Society
conceptions, determine the with a series of
development of the scientific discussion shared Layton, David
method and validity of science concerns that make (1986).
up the good life in Innovation in
Critiquing Science and
order to come up
Critique human flourishing vis-a- Technology
vis progress of science and with innovative,
Education
technology to be able to define creative solutions to
8. When technology to define for themselves the contemporary issues Serafica, J. et al.
and humanity cross meaning of a good life, and guided by ethical (2018). Science
present how a good life is standards Technology and
transformed by S and T through b. Presentation - Society
a talk-show Explores the
9. Why does the future problem and solution Serafica, J. et al.
not need us? Virtual Brainstorming Sessions (2018). Science
(Zoom/Google Meet) thoroughly with Technology and
facts, details, and Society
reasons; links all
information to the
goal of creating a
solution to the
problem.
c. Use of Language

13
CO3 Design a LO13 Find and examine
promotional material local government policies
highlighting the that protect the well-being
importance of of the person in the face
science and new technologies
technology in the
preservation of the LO14 Link learned concepts
environment and the to the development of the
development of the Information Age and the
Filipino nation. Impact on society
LO15 Illustrate how the
social media and the
information age have
impacted the Filipino lives.
14-15
LO16 Determine the
interrelatedness of society,
environment and society
LO17 Discuss the ethics
and implications of GMOs
and potential future impacts
16
LO18 Discuss the major
impacts of nanotechnology
- Varies sentence
structure and
vocabulary
successfully;
includes none of
very few mechanical
error
10. The Information Age Assigned Readings Let the students’ Serafica, J. et al.
Let the students read the group by 2 or 3 (2018). Science
following: design a promotional Technology and
a. different technological material on the Society
advancement in society importance of S and
T in preserving the
b. development of science and environment guided
society in the Philippines by the rubric:
a. Required
c. local policies protecting the elements
well-being of face new b. Labels
technologies c. Graphics-
Relevance
Making connections d. Attractiveness
In a group of three, let the Grammar
students discuss the interplay
11. Biodiversity and the between technology and Serafica, J. et al.
Healthy Society humanity through the dilemmas (2018). Science
12. Genetically Modified they face Technology and
Organisms: Science, Society
Health and Politics Let the students watch the
video
https://www.studocu.com/ph/docum
ent/trimex-
13. The Nano World colleges/education/environmental- Serafica, J. et al.
impacts-of-nanotechnology-and-its-
(2018). Science
products-b-zhang/33841068
Technology and
 on society
LO19 Analyze the issues
through the conceptual STS
lenses
LO20 Critique the issues on
its cost and benefits to
society
17
LO21 Describe Gene
Therapy and its various
forms
LO22 Assess the issues,
potential benefits and
detriments to global health
CO4 Create an info- LO23 Explore the nature of
drive video on the interlinkages between the
importance of Sustainable Development
climate change Goals (SDGs)
understanding and
environmental LO24 Identify the causes of
awareness. climate change
LO25 Assess the various
impacts of climate change
(economic, geopolitical,
biological, meteorological
etc.)
LO26 Apply STS concepts
to the issue of climate
change
Society
Let them design a material how
to save the environment and live
a healthy society.
14. Gene Therapy Serafica, J. et al.
(Stem Cells) (2018). Science
Technology and
Society
15. Sustainable Graphic Organizer Let the students’ Serafica, J. et al.
Development Goals Use graphic organizer in: group by 2 or 3 (2018). Science
 Illustrating the create an info-drive Technology and
16. Education for interactions of SDGs video on the Society
Sustainable importance of
Development  identifying the causes of climate change Layton, David
climate change. understanding and (1986).
17. Climate Change environmental Innovation in
Understanding the Context awareness. Science and
18. Environmental Allow the students to recognize guided by the Technology
Awareness the effects of climate change to rubric: Education
society e. Required
elements
Video Presentation f. Labels
Present an intervention how the g. Graphics-
community helps in mitigating Relevance
the hazards caused by climate h. Attractiveness
change Grammar
 18 Final Exam

X. References

Layton, David (1986). Innovation in Science and Technology Education

McClellanJ and Dorn, Harold (2nd Edition). Science and Technology in World History
Serafica, J. et al. (2018). Science Technology and Society
Schweitzer, Glenn (2008) Science and Technology and the Future Development of Societies: International Workshop Proceedings

Website/Videos/Film Clips
 Dayrit, Fabian M. Ppt: Can we build a culture of science through nanotechnology? (2013)
 Film: Akiro Kurosawa’s Dreams “Village of the Watermills”
 http://www.history.com/topics/enlightenment/videos/mankind-the-story-of -all-of-us-scientific-revolution
 http://www.flowofhistory.com.readings
 http://hti.osu.ed/scientific revolution/lesson plans
 http://www.theguardian.com/global-development-professionals-network/2015/sep/23/developing-poor-countries-de-develop-rich-
countries-sdgs
 http://news.bbc.co.uk/2/hi/technology/6432307, stm, The ethical dilemmas of robotics
 http://www/theatlantic.com/magazine/archive/2008/07/Is google making us stupid/306868/, Is Google Making Us Stupid? 2008.
Nicholas Carr
 http://www.cc.gatech.edu/computing/nano/documents, Why The Future Doesn’t Need Us (2000) – Bill Joy, Chief Scientist and
Corporate Executive Officer of Sun Microsystems
 https://explorable.com/scientific-reductionism
 https://explorable.com/what-is-a-paradigm
 Movie: “A I” Isaac Asimov, “I Robot
 Movie Clip (youtube): The Magician’s Twin: CS Lewis and the case against Scientism
 Martin Heidegger, The Question Concerning Technology
 UNEP, That Sugar Film (2015) (documentary) Ppt: towards a green economy: pathways to sustainable development and poverty
eradication
 Video: Stephen Colbert’s interview with Neil Tyson https://www.youtube.com/watchv=YXh9RQCvxmg&noredirect=1
Youtube: World’s Greatest Inventions (3 minutes)
 Youtube: Science Friction: Stem Cell Research
 TED Talk: Juan Enriquez on “The Next Specieis of Human”
 TEDTalk: Julian Assange on “Why the World Needs Wikileaks”
 TED Talk: Ray Kurzwell on “How Technology Will Transform Us”
 TEDTalk: Susan Lim on “Transplant Cells Not Organs”

XI. Suggested Readings:

Zhang et. (2011). Environmental Impacts of Nanotechnology and Its Products. Proceedings of the 2011 Midwest Section Conference of the American Society for Engineering
Education
https://www.studocu.com/ph/document/trimex-colleges/education/environmental-impacts-of-nanotechnology-and-its-products-b-zhang/33841068
Patrick Lin and Fritz Allhoff (2007). Nanoethics: The ethical and Social Implications of Nanotechnology. Hoboken, New Jersey: John Wiley and Sons, Inc. 2007
https://www.wiley.com/en-us/Nanoethics%3A+The+Ethical+and+Social+Implications+of+Nanotechnology-p-9780470084175
 Flowcharts/revival-west/the-age-enlightenment
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/fc100
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
Government Documents: 1. NEDA. National Development Agenda; Regional Agenda
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
Michio Kaku. Doubleday (2011) Physics of the Future: How science will shape human destiny and our daily lives by the year 2100
https://www.airuniversity.af.edu/ASPJ/Book-Reviews/Article/1195039/physics-of-the-future-how-science-will-shape-human-destiny-and-our-daily-lives/

XII. Course Requirements

1. Outputs in the 4 Course Outcomes

2. Examination (Midterm and Finals). This is an assessment given to students to measure their knowledge or proficiency of the subject.

3. Assigned Report

XIII. Grading Criteria

 Course Outcomes (50%). Submission of output will be done during the agreed date of compliance. Three points will be deducted each day after the deadline.
Examination (30%). Students who failed to take the midterm and final exam will not receive a passing grade.
Completion of Assigned Task (20%). Failure to submit the assigned task will not receive a passing grade on this aspect.

XIV. Classroom Policies

In consonance to par (2), Section 78, Rule 20 of the Student’s Handbook of NSU

XV. Consultation Hours

Every Wednesday