CITI GLOBAL COLLEGE INC.

#13 J. P. Rizal St., Bayan Walk Arcade, Poblacion Dos, Cabuyao City, Laguna

SYLLABUS

COLLEGE OF TEACHER EDUCATION

OUTCOME-BASED TEACHING AND LEARNING (OBTL) PLAN

PHILOSOPHY OF CITI GLOBAL COLLEGE INSTITUTE MISSION INSTITUTE VISION CORE VALUES

The CGC school system believes that each student is a
unique individual who needs a secure, caring and
stimulating environment in which to grow and mature
emotionally, intellectually, physically, and socially.
Thus, providing them with quality education at an
affordable cost through the guidance of competent
teachers who will nurture their total development as
human beings and global citizens who glorify God.
It is the school’s mission to produce highly An outstanding educational system that -Strive for academic and artistic pursuit to
competitive students who are educationally produces highly competent graduates grow and be a competitive individual.
equipped, skilled, responsible, and equipped with lifelong skills and are able to
competent individuals who are contributors compete and contribute to a global society. -Uphold accountability with honor as a
to nation building and international good citizen in our society.
endeavors.

PROGRAM GOALS PROGRAM INTENDED LEARNING OUTCOME (PILO)

Course Code Credit Units Course

3 units none
Prerequisites
Course Title Science, Technology and Society Contact Hours 3 hrs/week (lec) Pre-requisite To none

This interdisciplinary course explores the dynamic interplay between science, technology, and society.
Course It delves into the ethical, social, cultural, and historical dimensions of scientific and technological
Description advancements, their impact on individuals and communities, and the reciprocal influences between
society and these advancements. Through a combination of lectures, discussions, readings, and
projects, students will develop a holistic understanding of how science and technology shape and are
shaped by the broader social context.

Course Intended Learning Outcomes (CILO)

At the end of this course, the students should be able to:

● Analyze the reciprocal relationship between science, technology, and society.

● Evaluate the ethical implications of scientific and technological advancements.

● Describe the historical and cultural contexts that have influenced the development of science and technology.

● Identify and discuss contemporary issues at the intersection of science, technology, and society.

● Communicate effectively through written assignments and class discussions.

TEACHING AND LEARNING PLAN

Suggested Learning and

We Intended Learning Outcomes
Content Assessment Tasks (ATs) Teaching/Learning Teaching Support Output Materials
ek (ILO)
Activities (TLAs) Materials (LTSM)

1 Class Orientation -Internalization and Interaction CGC Student Group

Distribution of Syllabus Reflection Manual presentation
MSTIP and College Mission, Vision, Goals Orient on the policy of the school and Group work
-Sharing of output
 and Objectives. classroom policies. Laptop
Overview of the Subject Question and Answer
Introductory Concepts Discuss the overview of the subject Multi Media
and its concept. Projector

 Discuss how the ideas Activity 2. Reflective

postulated by Copernicus, Journal
Darwin, and Freud The students will be
contributed to the spark of tasked to prepare a
scientific revolution; personal written
CHAPTER 1. GENERAL CONCEPTS AND  Analyze how scientific report on your own
HISTORICAL EVENTS IN SCIENCE, Short essay: Explain the
revolution is done in reaction/impression
TECHNOLOGY AND SOCIETY relationship between
various parts of the world of our life today with
science, technology, and PowerPoint
like in Latin America, East the advancement of Short essay.
Asia, Middle East, and society. presentation.
Lesson 1. Intellectual Revolutions that science and
2
Defined Society Africa; technology. Group
Class discussion: Analyze Selected readings on
 Scientific Revolution  Recognize the value of Activity 3. Timeline presentation.
a historical case of the history of science.
 Some Intellectuals and their knowing the advancement Making
Revolutionary Ideas scientific discovery and
in science and technology Students will be
 Cradles of Early Science through impression its societal impact
tasked to review the
sharing. history of science and
 Create a timeline make a timeline
highlighting the major highlighting the
discoveries and major discoveries and
developments in Science. developments in
science.
3 Lesson 2. Science, Technology and  Discuss the impact of Ethical case study Activity 4. Peer Ethical case studies. Shared
Nation Building scientific and technological analysis. Discussion and presentation
 Importance of Science and developments on society Sharing (STAND Videos and articles on
Technology to Society Debate on a ethical dilemmas.
and the environment; FOR YOUR
 Impact of Technology on Society contemporary ethical
 S & T and its Role in Nation Building  Analyze the role of Science THOUGHT)
and Technology in issue in technology. Students will be put
 The Roles of Science and
Technology in the Developing World Philippine nation building into pairs and asked
in the 21 Century
st  Demonstrate appreciation to talk about how
on the importance of they define science
science and technology in and technology and
national development. how they are
 Prepare a poster showing connected.
the importance of S & T in Activity 5: Poster
nation-building. Making
Students will be

 Identify government laws
and policies pertaining to
science and technology;
Lesson 3. Major Development,  Appraise the contribution
Government Policies/Programs in S & T in of government laws and
4 the Philippines policies to the development
of the Filipino nation;
 Demonstrate appreciation
on the importance of
science and technology in
national development.
5 CHAPTER 2. SCIENCE, TECHNOLOGY  Define human flourishing
AND THE HUMAN CONDITIONS and determine the
development of scientific
method and validity of
Lesson 1. The Human Flourishing in
terms of Science and Technology
science;
 Identify different principles
and conceptions of human
flourishing;
tasked to prepare a
poster showing the
importance of S & T in
nation-building.
Activity 6: Group
Activity
Students will be
grouped into 4 and
tasked to conduct an
interview with an
official whether
government or
private who is
working in an office
directly related to
science and
technology agenda.
-Open forum Make use of their
Activity 7: Reflective
Projector own instructional
Journal (Individual
materials
Activity)
Students will be
tasked to write their
personal reaction to
the major
accomplishments of
the Duterte
administration on its
plan for development.
They may attach
clipping from
newspapers and
magazines to support
their views.
Open discussions Preliminary Board Agreement
Activity: Word
Cloud Pen
Students will be
asked to write or post
a word that would
represent things that
make them happy.

 Cite the importance of
human flourishing.
 Conduct an interview that
would determine common
reasons that make people
happy.
6
PRELIMINARY EXAMINATION
7 Lesson 2. Technology as a Way of  Explain the concept of
Revealing human condition before
science and technology;
 Identify the change that
happened in human
condition after science and
technology;
 Value the changes that
happened in human
condition after science and
Activity 8: Group
Activity (ARISTOTLE
ASK)
Students will be
grouped into 5 and
tasked to conduct an
in-person or virtual
interview or FGD.
They need to ask the
opinion of 10 people
about the following
question:
1. What is happiness?
2. Can you share your
goals in life?
3. How can you
achieve your goals in
life?
Record the interview
and transcribe their
responses.
Code their responses
and determine the
general
theme/concept that
emerged based on
their responses.
RESULTS OF
EXAMINATION
Reporting on the use of Preliminary Board and Pen Shared realization
computer in teaching Activity: Share and
Tell
The students will be
asked to share their
ideas about
generation gap.
Activity 9: Reflective
 Journal
Students will be
asked to write their
personal reflection on
the question “What
would happen to
human kind if science
and technology did
not exist?”
Activity 10:
Philosophical
technology; and
Debate
 Name ways on how
Students will be
technology aided in
grouped into four.
revealing the truth about
Each group will
human being.
present their notions
and arguments
pertaining to the
assigned topic.
Group 1 and 2:
Technology is an
Instrument to
Achieve Human Goals
Group 3 and 4:
Technology is What
Humanity Does
8& Lesson 3. The Good Life  Examine shared concerns Presentation of identified Preliminary Activity Real instructional Checking of
9 that make up the good life; instructional (Think, Pair and materials Instructional
 Recognize possibilities material/technology Share) materials
available to human beings Students will be
to attain the good life; asked to list down all
 Identify how humans the things that would
attempt to attain what is make their life well
deemed to be a good life; lived. They have to
and discuss and share it
 Create a collage that with their partner.
demonstrate how Activity 11: Collage
technology has made man’s Making
desire for a happy life more Students will be
realizable. tasked to cut out
pictures from

 Identify the different
technological
advancements in society;
 Evaluate contemporary
human experience to guide
Lesson 4: When Technology and
10 the human person in
Humanity Cross
solving technological
ethical dilemmas; and
 Examine human rights in
order to uphold such rights
in technological ethical
dilemmas.
11 CHAPTER 3. SPECIFIC ISSUES IN STS  Link learned concepts to
the development of the
information age and its
Lesson 1: The Information Age
impact on society; and
Historical Development
Living in the Information Age
 Illustrate how the social
media and the information
age have impacted our lives
magazine and
newspapers that
demonstrate how
technology has made
man’s desire for a
happy life more
realizable.
Activity 12. Group
Activity
The class will be
grouped into five.
They have to find and
Identification of examine local Evaluation of
n/a
technology/ materials government policies output materials
that protect the well-
being of the person in
the face of new
technologies
Classification of Activity 13. Books Modifying
educational Reflective Sharing technology/
technology/materials in The students will be Other references materials
learning. tasked to watch the
video: TEDTalk: Julian
Assange on “Why the
World Needs
Wikileaks”
(https://www.youtube.
com/watch?
v=HNOnvp5t7Do)
Afterward, they have to
ponder and share their
ideas or answers to the
following questions
a. What can you say
about the
video/interview?
b. What do you think
is the main
purpose of Julian

12 MIDTERM EXAMINATION
 Describe gene therapy
and its various forms;
Lesson 2: Gene Therapy and
13
Understanding Gene Therapy  Assess the issue’s
Implications to Education potential benefits and
detriments to global
health.
14 Lesson 3: Biodiversity and the  Determine the inter
Healthy Society relatedness of society,
environment, and
Assange for
founding
WikiLeaks?
c. How are you going
to relate it to the
present situation in
the Philippines?
Activity 14:
Individual Written
Report
The students will
read the selection
entitled “The Effects
of Using Facebook”.
Then, present the
positive and negative
effects of using
Facebook in a tabular
form.
RESULTS OF
EXAMINATION
Activity 15: Group
Activity
The class will form a
Presentation of the triad and come-up
Grading
different criteria in with a secret message
instructional
looking for instructional through the use of
materials using
materials like color, shape their own CODE so
rubrics
etc. their other classmates
will not know what it
means.
Application of Hybrid Activity 16. Comments and
system for registration. Option A: Group recommendations
Research
 health; and Activity/Case Study
Lesson 4: Genetically Modified  Discuss the ethics and Each group will prepare
Organisms: Science, Health, and Politics implications of GMOs and a written research
potential future impacts report on the topic
assigned to them.

Option B:
Infographic/
Infomercial Making
 Identify the causes of In groups of 5
climate change members each, they
 Assess the various impacts will form/come up
of climate change including with an
economic, geopolitical, infographic/infomerc
Lesson 5: Climate Change
15 biological, meteorological, ial on the assigned Enhancement of
Participation of students topic to each group.
& etc. student critical
in the discussion.
16 Lesson 6: Nano Technology  Discuss the major impacts analysis
(both potential and
Each group will post
realized} of
on the FB wall their
nanotechnology on
collage and explains
society
what the collage
 Apply STS concepts to the
communicates.
issue of climate change.

RESULTS OF
17 FINAL EXAMINATION
EXMINATION

SUBMISSION OF OTHER COURSE

18 REQUIREMENT AND REMEDIAL
EXAMINATION OF

Basic Readings / Prieto, Nelia G., et al (2019). Science, Technology and Society. LORIMAR Publishing, Inc. ISBN 978-621-8035-54-6
Textbooks
Extended A. Books
Readings / Serafica, Janice Patria J., et al (2018). Science, Technology and Society: First Edition. Rex Book Store, Inc. ISBN 978-971-23-8671-8
References
B. Web Resources
(https://world101.cfr.org/foreign-policy/tools-foreign-policy/what-nation-building), (https://bit.ly/3RZWEuT)

(https://www.youtube.com/watch?v=HNOnvp5t7Do, ( https://bit.ly/3CyoM2z )

● The expected learning outcomes for the course will be assessed through graded activities and ungraded activities.

● The graded activities include exams, written work (e.g., homework, problem sets) and performance tasks (e.g., quizzes, projects). The criteria for
grading are as follows:
Prelim, Midterm and Final Grade Final Rating

Written Work (Homework, Seatworks, etc.) 15% Prelim 30%

Performance Tasks (Recitations, Quizzes, Projects, Research Papers, etc.) 45% Midterm 30%

Term Assessment (Prelim/Midterm/Final Exam) 40% ____ Final Grade 40%____

100% Final 100%

● The ungraded activities will be used to monitor student’s progress. A variety of these ungraded assessment techniques may be employed, including
problems to be completed during class, direct questioning of students, answering students’ questions in class, one-minute classroom assessment
techniques, and discussions during consultation hours.
Course Policies
● Language of Instruction
and Statements
The language of instruction is English.

● Attendance
Students are required to attend all classes starting with the first meeting. Non-attendance in any required class or academic activity
constitutes an absence. A student who has been absent for more than 20 percent of the hours of recitation, lectures, or any other scheduled
work in this course shall be automatically dropped from the class roll and the Registrar shall be advised accordingly.
 ● Student Rights and Responsibilities
The Student Handbook establishes students' freedoms and protections as well as expectations of appropriate behavior and ethical academic
work. The Handbook includes items such as the Policy on Student Rights, the Policy on Student Conduct, and the Academic Integrity Policy.

● Academic Integrity
Any work that the student submits should be their own work (i.e., not borrowed/copied from any other source, including their classmates).
When using other people’s ideas to substantiate their ideas, students are expected to properly cite the original source. Proper citation
procedures shall be discussed in class. Any act of cheating or plagiarism shall be treated in accordance with the Institute’s Policy on Academic
Integrity. Depending upon the individual violation, students could face penalties ranging from failing the assignment to failing the class.

Course Policies and

● Grading System
Statements
The students’ academic performance shall be graded in accordance with the following numerical system:
(continued)
Grades Percentage Equivalent Descriptive Rating

1.00 - 98-100 - Excellent

1.25 - 95-97 -

1.50 - 92-94 - Very Good

1.75 - 89-91 -

2.00 - 86-88 - Good

2.25 - 83-85 - Satisfactory

2.50 - 80-82 -

2.75 - 77-79 - Fair

3.00 - 75-76 - Passing Grade

5.00 - Below 75 - Failed

Incomplete

Unofficially Dropped (UD)

Officially Dropped (OD)

 ● Learners with Disabilities
The Institute strives to make all learning experiences as accessible as possible. If a student anticipates or experiences barriers based on their disability (including mental health, chronic
or temporary medical conditions), the student needs to inform their instructor immediately so that they can discuss options privately. To establish reasonable accommodations, the
student needs to register in the “List of Learners with Disabilities” at the Office of Student Affairs (OSA).

● Syllabus Flexibility
The instructor reserves the right to amend or change this syllabus as needed. For example, the instructor may modify content, and/or substitute assignments in response to institutional,
weather, or class situations. Any modification, however, must be communicated by the instructor to the Dean via the Department Chairperson and cannot be implemented without the
approval of the Dean. Approved changes shall be discussed by the instructor in class. It is however the responsibility of the student to check information from the instructor to stay
current.

Consultation Faculty Member : ___________________ ____________________________

Schedule
Email-address : : _________________________________________________________________

Consultation Hours : _________________________________________________________________

Time and Venue : _________________________________________________________________

Number of Pages Prepared by: Reviewed by: Recommending Approval: Approved:

JULIE ANN L. BELARO JULIUS PAEZ ENRICO JOCSON EDWIN C. BURAGA

AY/Term of Effectivity Instructor Program Head, Education Director of Academic Affairs President

2023-2024 / Sem 2