COURSE SYLLABUS
SCIENCE, TECHNOLOGY AND SOCIETY
COLLEGE
ARTS AND
SCIENCES
DEPARTMENT
NATURAL SCIENCE
COURSE CODE
STAS111
SCIENCE,
DESCRIPTIVE TITLE TECHNOLOGY AND
SOCIETY
PREREQUISITE (S)
NONE
CREDIT UNIT (S)
3 units
COURSE DESCRIPTION
The course deals with interactions 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. This
course 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.
COURSE EXPECTED OUTCOMES (CEO)
At the end of the course, the students should be able to:
1.
2.
3.
CONTACT HOURS
PER SESSION:
Lecture: 3 Hours
Explain how science and technology affect society and the environment and its role
in nation-building.
Critique human flourishing vis-a-vis the progress of science and technology such that
the student may be able to define for himself/herself the meaning of the good life.
Creatively present the importance and contributions of science and technology to
society.
DESCRIPTION
UEO
CEO1
Vision-Mission of OLFU; school policies and regulations; grading system;
Introduction to the course.
CEO2
CEO3
X
X
2&3
X
X
4
X
X
5
X
X
7
X
X
8&9
X
10
X
11
X
X
X
X
X
X
1
6
12
Preliminary Examination
Midterm Examination
X
X
X
13&14
15&16
X
X
17
X
X
18
Final Examination
COURSE COVERAGE – PRELIMS
WEEK
UNIT EXPECTED OUTCOMES
COURSE CONTENT
(UEO)
TEACHING-LEARNING
ACTIVITIES (TLA)
TEACHING
LEARNING
ASSESSMENT TASKS (AT)
ASSESSMEN
T
RESOURCES
TOOL
COURSE ORIENTATION:
o
1
o
o
To understand the missionvision of OLFU
Discussion of the course
syllabus
Discuss the interactions
between S&T and society
throughout history
o
o
o
o
OLFU VMV
PEO, CEO
School policies
and regulations;
grading system;
o
o
o
o Facilitated
Didactic
Discussion
Deductive
o Group
Demonstration
dynamics
o
o
o
o Historical
o Didactic
o
antecedents in
o Deductive
o
which social
o Demonstration
considerations
changed the course
of science and
technology
A. In the World:
Ancient,
Middle and
Modern Ages
B. In the
Philippines
Lecture
o
Group activity:
“Standing on o
the Shoulders
of Giants”
o
o
Matching
type
Multiple
choice
Essay
o
o
Answer Key o Student Handbook
Rubrics
o Course Syllabus
Matching
type
Multiple
choice
Graded
recitation
Group
presentatio
n
o
o
Answer Key o Philosophy of
Science
Rubrics
(Encyclopedia)
scientific progress,
Scientific
Revolutions
o Floridi,
Luciano.2014, The
Fourth Revolution,
Oxford University
Press
o Caoli, History of
Science and
Technology of the
Philippines
o Video: Stephen
Colbert’s interview
with Neil Tyson
https://www.you
tube.com/watch
v=YXh9RQCvxmg&no
redirect=1
o You tube: World’s
Greatest Inventions
(3 minutes)
o Philippine Great
Inventions
o Paul Anderson
article: ‘More is
Different 1976
o https://explorable.c
om/scientificreductionism
o https:explorable.co
m/what-is-aparadigm
o http://www.history.c
om/topics/enlighten
ment/videos/manki
nd-the-story-of-allus-scientific revolution
o Kuhn, Structure of
Scientific
Revolution
True or
false
Matching
type
Fill in the
blank
Essay
Graded
Activity
Graded
Recitation
o
o
Answer Key o http:www.flowofhist
ory.com.readings
Rubrics
o Flowcharts/revivalwest/the-ageenlightenment
o http://hti.osu.ed/sci
entifc
revolution/lesson
plans
o PowerPoint
presentation on the
individual scholars
and great works
2&3
o
4
Articulate ways by which
society is transformed by
science and technology
o
Intellectual
revolutions that
defined society
A. Copernican
B. Darwinian
C. Freudian
D. MesoAmerican
E. Asian
F. Middle East
G. African
o
o
o
Didactic
o Discussion
Deductive
o Lecture
Demonstration
o
o
o
o
o
o
o
o
o
5
Discuss the role of
Science and
Technology in
Philippine nation
building
Evaluate government
policies pertaining to
science and
technology in terms
of their contributions
to nation building
Identify actual
science and
technology policies of
the government and
appraise their impact
on the development
of the Filipino nation
o
o
o
o
Science and
Technology and
Nation Building
A.
B.
C.
D.
The
Philippine
government
S&T Agenda
Major
development
programs and
personalities
in S&T in the
Philippines
Science
Education in
the
Philippines
Selected
indigenous
science and
technologies
6
Didactic
o Discussion
Deductive
o Small Group
Demonstration activity
o Facilitated
discussion
o
o
o
o
o
o
True or
false
Matching
type
Fill in the
blank
Multiple
choice
Essay
Group
Project
Presentatio
n
o
o
Rubric
o Government
Answer Key Documents:1
NEDA, National
Development
Agenda; Regional
Agenda
o Filipino Great Men
and Women
o Great Filipino
Inventions
PRELIMINARY EXAMINATION
COURSE COVERAGE – MIDTERM
UNIT EXPECTED
OUTCOMES (UEO)
WEEK
o
7
8
o
COURSE CONTENT
Analyze the human
condition in order to
deeply reflect and
express philosophical
ramifications that are
meaningful to the student
as a part of society
o
Critique human
flourishing vis-à-vis the
progress of science and
technology so that the
student can define for
himself/herself the
meaning of the good life
o
o
The Human Person
flourishing in terms
of science and
technology
Technology as a
Way of Revealing
o
o
o
Human flourishing
o
o
o
TEACHING-LEARNING
ACTIVITIES (TLA)
TEACHING
LEARNING
Didactic
o Lecture
Deductive
o Reflection
Demonstratio o Discussion
n
Didactic
Deductive
Demonstratio
n
o
o
Lecture
Discussion
ASSESSMENT TASKS (AT)
ASSESSMENT
TOOL
o True or false o Answer Key
o Matching o Rubrics
type
o Fill in the
blank
o Essay
o
Group
o Rubrics
presentation o Answer key
on how
technology
reveals
nature and
human
person’s
role in it
RESOURCES
o
o
o
o
o
The Question
Concerning
Technology by
Martin Heidegger
A return to the
Beginning by Daniel
J.McNamara, SJ, in
Stellar Origins,
Human Ways
(2011)
Movie Clip (You
Tube): The
Magician’s Twin:
CS Lewis and the
case against
Scientism
Film: Akiro
Kurosawa’s
Dreams “Village of
the Watermills”
Forget’developing’
rich countries, it’s
time to ‘dedevelop’rich
countries. By Jason
Hickel
http://www.the
guardian.com/globa
l-developmentprofessionalsnetwork/2015/sep/2
3/developing-poorcountries-dedevelop-richcountries-sdgs
Sustainable
Development: An
Evolving Paradigm
for the 21st Century
by Fabian Dayrit in
Stellar Origins,
Human Ways
(2011)
o
o
The Good Life
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
o
o
o
Didactic
Deductive
Demonstratio
n
o
o
Lecture
Discussion
o
o
o
o
o
True or false o Rubrics
Matching
o Answer key
type
Fill in the
blank
Essay
Case Study:
Production
and
Consumptio
n of sugars
o
o
o
9
o
o
10
o
o
Examine human rights in
order to uphold such
rights in technological
ethical dilemmas
o
o
When technology
and humanity cross
o
o
o
Deductive
Didactic
Demonstratio
n
o
o
o
Lecture
Reflection
Group work
o
o
o
o
True or false o Answer Key
Matching
o Rubrics
type
Multiple
choice
o
o
o
Book VI and Bk X
Nichomachean
ethics of Aristotle
What IS and what
should be the role
of scientific culture
in modern societyRichard Feynman
in the Pleasure of
Finding Things Out:
The Best Short
Works of Richard
Feynman 1999
Perseus Books.
USApp97-115
The Concepts of
the Public Good: A
View from the
Filipino Philosopher
by Rolando
Gripaldo in the
Making of a Filipino
Philosopher and
Other Essays,
2009, National
Bookstore pp 82101
Eudaimonia and
Human Flourishing
in Ethics and
Human Dignity by
Christopher Ryan
MAboloc). Manila,
2010. Rex
Bookstore pp 15-23
That Sugar Film
(2015)
(documentary) Ppt.:
towards a green
economy: pathways
to sustainable
development and
poverty eradicationUNEP
The ethical
dilemmas of
robotics http://news
.bbc.co.uk/2/hi/tech
nology/6432307,st
m
IS Google Making
US Stupid? 2008.
Nicholas Carr
http://www/theatlant
ic.com/magazine/ar
chive/2008/07/Is
google making us
stupid/306868/?
o
11
o
Evaluate
contemporary human
experience in order
to strengthen and
enlighten the human
person functioning in
society
Section Exam: Find
and examine local
government policies
that protect the wellbeing of the person in
the face of new
technologies
o
Why does the o Deductive
future not
o Didactic
need us?
o Demonstratio
n
o
tion
o
work
Reflec o Case study: o Answer Key
WAZE
o Rubrics
Group o Group
presentation
o
o
12
Why The Future
Doesn’t Need US
(2000)- Bill Joy,
Chief Scientist and
Corporate
Executive Officer of
Sun Microsystems
http:www.cc.gatech
.edu/computing/nan
o/documents
Movie: “AI”
Isaac Asimov, “I
Robot
MIDTERM EXAMINATION
COURSE COVERAGE – FINAL
WEEK
UNIT EXPECTED OUTCOMES
COURSE CONTENT
(UEO)
o
o
13
Link learned concepts o
to the development of
the information age
and its impact on
society
Illustrate how the
social media and the
information age have
impacted our lives
The information
Age (Gutenberg
to Social Media)
o
o
o
TEACHING-LEARNING
ASSESSMENT TASKS (AT)
ACTIVITIES (TLA)
TEACHING
LEARNING ASSESSMENT
TOOL
Deductive
o Lecture
o Book Report o Rubric
Didactic
o Discussion o Activity
o Answer Key
Report: A
Demonstratio o Presentation
day without
n
Technology
o Activity
Report:
Timing your
Technology
o Activity
Report:
Technology
and Past
(Interviews
with elders
RESOURCES
o
o
o
o
o
o
Book: ”Alan Turing:
The Enigma”(
Andrew Hodges
and Douglas
Hofstadter
TEDTalk: Julian
Assange on ‘Why
the World Needs
Wikileaks”
Activity Report: A
day without
Technology
Activity Report:
Timing your
Technology
Activity Report:
Technology and
Past ( interviews
with elders)
Nature’s Longest
Threads by Janaki
Balakrishnan and B
V Sreekantan
How we decide by
Jonah Lehrer
Informatio: The new
language of science
( Hans Christian
von Baeyer)
o
o
Answer Key
Rubrics
o
o
o
o
o
14-15
Determine the
interrelatedness of society,
environment and health
o
Discuss the ethics
and implications of GMOs
and the potential future
impacts
Discuss the major impacts(
both potential and realized)
of nanotechnology on
society
Analyze the issue through
the conceptual STS lenses
Critique the issue on its
costs and benefits to society
o Biodiversity and
the Healthy
Society
o
Geneticall
y Modified
Organisms:
Science, Health
and Politics
The Nano World
o
o Deductive
o Didactic
o Demonstratio
n
o
o
o
Deductive
Didactic
Demonstratio
n
Graded
recitation
Debate
Presentation
Discussion
o
o
o
Discussion
Lecture
Presentation
o
o
o
Matching
type
Multiple
choice
Essay
o
o
Rubric
Answer Key
o
o
o
16-17
o
18
FINAL EXAMINATION
Life and
Biodiversity ppt.
Evolution and
biodiversity
EcoscienceBiodiversity: an
overview
Article: ‘The politics
of golden
Rice’(Dubock,
Adrian GM Crops &
Food. Jul-Spe2014,
Vol15 Issue 3 p
210-222 13p.)
Artcile: “Ethics in
research with
Vulnerable
Populations and
Emerging
Countries: The
Golden Rice Case.
“( Duguet, Anne
Marie et.al, Journal
of International Law
and Commercial
Regulations.
Summer 2013,
Vol.38 Issue 4,
p979-1013, 35p)
Agroecology: What
it is and what it has
to offer? Is this the
future of farming?
TEDTALK:
RayKurzwell on
“How Technology
Will Transform Us”
Article:
“NAnoethics: The
ethical and Social
Implications of
Nanotechnology”(
Patrick Lin and Fritz
Allhoff, Hoboken,
New jersey: John
Wiley and Sons, Inc
2007)
Article:
“Environmental
Impacts of
Nanotechnology
and Its Products”(
Zhang et.al
Proceedings of the
2011 Midwest
Section conference
of the American
Society for
Engineering
Education, 2011)
Ppt: Can we build a
culture of science
through
nanotechnology?
By Fabian M. Dayrit
(2013)
TEXTBOOKS
REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)
ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
NO
TEACHING
1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations
CEO1 CEO2
INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or
generalization
X
3
DIEMONSTRATION - Educator facilitates; Learners are tasked to synthesize
thoughts to perceive something not known before
X
NO
LEARNING
CEO4
CEO5
CEO3
CEO4
CEO5
X
2
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating and
evaluating goals, and examining experiences
CEO3
X
CEO1 CEO2
1 LECTURE - Communicating information to audience
X
X
X
X
2 DISCUSSION - encouraging application of learning materials and soliciting feedback
X
X
X
X
3 GROUP DYNAMICS
X
X
ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO
ASSESSMENT TASK (AT)
CEO1 CEO2
x
1 MATCHING TYPE
x
CEO4
CEO5
x
x
X
x
2 MULTIPLE CHOICE
X
x
3 ESSAY
NO
CEO3
TOOL
CEO1 CEO2
X
CEO3
CEO4
CEO5
1 ANSWER KEY
x
x
x
x
X
2 RUBRIC
x
x
x
x
X
ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS
Homework and Assignment
Particulars:
(Number for the entire semester, submission mode and weight)
Written Reports and Project Paper
Particulars:
Each student is required to submit a written report by the end of the prelim period and midterm
period. And by the end of the final period, a project paper is an academic requirement which is
equivalent to 50% of his final period grade. (this is just an example)
GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:
AVERAGE
FINAL GRADE
ABOVE 98.00 95.00 – 97.00
1.00
1.25
94.00
83.00 – 85.00 80.00-82.00
1.50
2.25
2.50
FDA (Failure due to Absences)
UW (Unauthorized Withdrawal)
AW (authorized withdrawal
NFE (No Final Examination
Prelims (20%)
Midterms (20%)
Finals (25%)
Quizzes(25%)
76.00-79.00
75.00
74.00 and below
2.75
3.00
5.0
INC (Incomplete)
Research (5%)
Attendance(5%)
OTHER IMPORTANT INFORMATION
OTHER COURSE POLICIES
To be discussed with the class during the first meeting for the term
STUDENTS COURSE PORTFOLIO
All exercises and requirements for the course are to be complied by the students as part of
their portfolio and must be made available for inspection by the instructor before the end of
the semester
LANGUAGE OF INSTRUCTION
ENGLISH
ATTENDANCE
Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a
student who has incurred absences more than twenty percent (20%) of the total number of
school days shall not be given credit to the course regardless of class standing. For further
provisions of the said policy, please refer to the OLFU Student Handbook.
COURSE CONSULTATION SCHEDULE
COURSE REVIEW AND ENHANCEMENT
MEMBERS
PREPARED BY:
Ms. Zandra D. Tolentino-Salut
Faculty, Natural Science Department
Date ____________
Name of Faculty: Ms. Zandra D. Tolentino-Salut ( zandratolentino@yahoo.com); (Monday:
9:00 to 11:00 AM)
Chair: Mr. Melanio S. Nipas,Jr.( Val), Members: Ms. Theresa D. Domingo(QC),Dr. Lucila B.
Diesta (Antipolo), Ms. Kristine Mariel Tamanio ( Pampanga)
ENDORSED BY:
Mrs. Bernardita T. Gacutan
Coordinator, Natural Science Department
Date ____________
APPROVED BY:
Dr. Ramonita Salazar
Campus Administrator-QC
Date ______________