Republic of the Philippines

ISABELA STATE UNIVERSITY

Palanan Extension Unit

BACHELOR OF ELEMENTERY EDUCATION

Course Syllabus
nd
2 Semester, School Year 2024 - 2025

Course Title Credit Unit/s Hours per week

SCIENCE, TECHNOLOGY AND SOCIETY 3 3

VISION INSTITUTIONAL OUTCOMES

A leading research university in the region. ISU Expected Graduate Attributes

Skilled Communicator (SC)

MISSION  Recognizes and values communication as a tool for
The Isabela State University is committed to develop globvally conveying with relevant connections to industry,
competent human, technological resources and services through quality professional and regional knowledge.
instruction, innovative research, responsive community engagement, and
viable resource management programs for inclusive growth and Competent and Productive Professional (CPP)
sustainable development.  Initiates and innovates better ways of doing things
 Promotes quality and productivity

QUALITY POLICY Collaborative and Effective Leader (CEL)

The Isabela State University endeavors to be a lead university  Works in collaboration with others and manages group
in instruction, research, extension and resource generation through functioning to meet common goal.
continuous improvement of services.
Lifelong Learner (LL)
 Acquires new skills and adapts to rapid changes in
professional and personal environments

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 PROGRAM OUTCOMES
GOALS OF THE COLLEGE
The graduates of the Bachelor of Secondary Education program
The Institute is tasked to develop professional educators and train must be able to:
future teachers who are competent, caring, confident, committed and would
contribute to the development of the community through education by: 1. Possess wide range of theoretical and practical skills for an
1. Enhancing the qualification of educators for academic and professional effective delivery of instruction;
development equipped with advanced training and educational 2. Perform the necessary competencies needed in the
innovations as well as research and extension capabilities; and different learning areas in the secondary school;
2. Preparing and developing highly qualified basic education teachers and 3. Conduct research for instruction;
skilled technologists through quality and well-rounded pre-service 4. Undertake actual training in community development
training in both academic and vocational fields for diverse communities through extension activities;
of learners. 5. Apply appropriate innovative and alternative teaching
approaches;
6. Practice the professional and ethical requirements of the
teaching profession;
7. Demonstrate desirable Filipino values as a foundation for
social citizenship participation.
Course Description:
The course deals with the interactions between Science and Technology (S & T) and the various contexts namely social, cultural, political, and
economic and how they influence each other. This inter-disciplinary course engages students to confront the realities brought about by S & T in our
society and how such are integral to human development, pervading the personal, public, and global aspects of living. It also focuses on the various
social underpinnings that are at play with S & T development and it seeks to instill into students reflective thinking that would guide them into living
the good life and making ethical decisions in the face of scientific and technological advancements. This course includes mandatory topics on climate
change and environmental awareness.
Prerequisite/s: None

Course Outcome:

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

1. Cognitive
- articulate the impact of Science and Technology (S & T) in societies, particularly in the Philippines;
- explain the effect of S & T in the environment and in nation-building;
- investigate the human condition by relating it to philosophical ramifications to realize its significance for them as members of the society;
- define and demonstrate the impact of social media both in individuals and in societies.
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 2. Affective
- enumerate the importance of S & T in the preservation of life and the environment and in the development of the Filipino culture;
- critique human flourishing in relation to the progress in S & T so that they themselves may arrive at the meaning and significance of living a
good life; and
- relate the value of a healthy lifestyle towards a sustainable development of the society and the environment

3. Psychomotor
- creatively present the significant contributions of S & T to society;
- depict shared concerns about the good life to come up with innovative, creative, and ethical solutions to contemporary issues;
- illustrate how the Information Age (eg., social media) has impacted their lives and understanding of environmental concerns such as climate
change

Course Plan
Graduat Program Intended Learning Outcomes Learning Content Teaching and Teaching Assessment Assessment No. of
es Outcom (Learning outcome expected (Topics to be Learning Learning Tasks tools (rubrics Hours
Attribut es from the Learning Content discussed) Activities Modality used in
es assessing the
task as deemed
necessary)

CM, CEL PO3, State the vision and mission Vision and Mission of Brainstorming Online via Recitation Rubrics for
PO4 of the University, quality the University VideoCon / Quiz Recitation /
policy, institutional outcomes Quality Policy Discussion Google Essay Rubrics for
and goals of the College. Institutional classroom Essay
Outcomes Goals of
the College
CM, IFK, PO1,  Discuss the interactions GENERAL CONCEPTS Content Focus Modular Quiz Rubrics for all 3 HRS
LL PO5 between S&T and society AND HISTORICAL and Diagrammin the given
throughout history EVENYS IN SCIENCE, Interaction SeDi (or any g activities
 Discuss how scientific and TECHNOLOGY AND LMS applicable) Photo essay
technological developments SOCIETY (The Cradles Reflection Mapping
affect society and the of Early Science)

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 environment Activity on
 Identify the paradigm shifts the
in history “standing of
the shoulder
of the giants
CM, IFK, PO1,  Discuss how ideas INTELLECTUAL Content Focus Modular Quiz Rubrics for all 3 HRS
LL PO5 postulated by Copernicus, REVOLUTIONS THAT and Essay the given
Darwin and Freud contributed DEFINED SOCIETY Interaction SeDi (or any activities
to the spark of scientific a. Copernican LMS applicable) Activity on
revolution b. Darwinian Reflection the
 Articulate ways by which c. Freudian “Timeline on
society is transformed by Brainstorming Major
science and technology Discoveries
and
Development
s in Science
IFK, CEL PO1,PO  Discuss the role of Science SCIENCE AND Content Focus Modular Quiz Rubrics for all 3 HRS
2, PO3, and Technology in Philippine TECHNOLOGY AND and Essay the given
PO5 nation building NATION BUILDING Interaction SeDi (or any Comparative activities
 Evaluate government LMS applicable) analysis
policies pertaining to science a. The Philippine Reflection Inventory
and technology in terms of Government S&T
their contributions to nation Agenda Brainstorming Activity on
building b. Major development “Insights on
 Identify actual science and programs and Research
technology policies of the personalities in S&T in Priorities”
government and appraise the Philippines
their impact on the c. Science Education
development of the Filipino in the Philippines
nation d. Selected
indigenous science
and technologies
CM, IFK, PO1,  Explain the concept of TECHNOLOGY AS A Content Focus Modular Quiz Rubrics for all 3 HRS
LL PO4, human condition before WAY OF REVEALING and Essay the given
PO5 science and technology Interaction SeDi (or any Comparative activities
 Identify the change that LMS applicable) analysis
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 happened in human Reflection
condition after science and Activity on
technology Brainstorming “Is
 Name ways on how technology a
technology aided in Means to an
revealing the truth about End or an
the human being End in
 Analyze the human Itself?”
condition in order to deeply
reflect and express
philosophical ramifications
that are meaningful to the
student as a part of society
CM, IFK, PO1,  Identify different HUMAN FLOURISHING Content Focus Modular Quiz Rubrics for all 3 HRS
LL PO4, conceptions of human and Video clip the given
PO5 flourishing Interaction SeDi (or any viewing activities
 Determine the LMS applicable) Inventory
development of the Reflection
scientific method and Activity on
validity of science Brainstorming “The
 Critique human flourishing Meaning of
vis-àvis the progress of Life”
science and technology so
that the student can define
for himself/herself the
meaning of the good life
CM PO1,  Examine what is meant by THE GOOD LIFE Content Focus Modular Quiz Rubrics for all 3 HRS
CP PO4, good life a. Concepts of a and Collage the given
LL PO5  Identify how humans Good life Interaction SeDi (or any Compare activities
attempt to attain what is b. Happiness as a LMS applicable) and Contrast
deemed to be a good life Goal of a Good Reflection
 Determine possibilities life Activity on
available to human being c. Materialism Brainstorming “Does
to attain the good life d. Hedonism technology
 Examine shared concerns e. Stoicism always lead
that make up the good life f. Theism us to the
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 in order to come up with g. Humanism good life?”
innovative, creative
solutions to contemporary
issues guided by ethical
standards

CM, IFK, PO1, Evaluate contemporary

 WHEN TECHNOLOGY Content Focus Modular Quiz Rubrics for all 3 HRS
CP PO4, human experiences to AND HUMANITY and Video clip the given
PO5 strengthen the human CROSS Interaction SeDi (or any viewing activities
person functioning in LMS applicable) Time tracing
society Reflection
 Discuss the importance of
human rights in the face of Brainstorming Activity on
changing social conditions “Technology
and technological Today”
development
 Examine human rights in
order to uphold such rights
in technological ethical
dilemmas
CP, CEL, PO1,  Identify moral issues and WHY DOES THE Content Focus Modular Quiz Rubrics for all 3 HRS
LL PO4, standards in using modern FUTURE NOT NEED and Film viewing the given
PO5 technologies US? Interaction SeDi (or any activities
 Discuss the effects of the LMS applicable)
interplay between Reflection
technology and humanity
through the dilemma(s) Brainstorming
they face
 Evaluate contemporary
human experience in order
to strengthen and
enlighten the human
person functioning in
society
MID-TERM EXAMINATION – 1.5 HOURS
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 TOTAL 16.5 HRS
CM, IFK, PO1,PO  Link learned concepts to the THE INFORMATION Content Focus Modular Quiz Rubrics for all 3 HRS
CEL 2, PO3, development of the AGE (Gutenberg to and History the given
PO5, information age and its Social media) Interaction SeDi (or any Tracing activities
PO7 impact on society LMS applicable) Reliable web
 Determine how the social Reflection sourcing
media and the information Video clip
age have impacted our lives Brainstorming viewing

Activity on
“Interview
with Elders
(Technology
and Past)
CM, IFK, PO1,PO  Restate the etymological BIODIVERSITY AND Content Focus Modular Quiz Rubrics for all 3 HRS
CP 2, PO3, and real definition of THE HEALTHY and Picture the given
PO5, biodiversity SOCIETY Interaction SeDi (or any analysis activities
PO7  Enumerate and describe LMS applicable) Explanatory
the levels of biodiversity Reflection writing
 Determine the implication Video clip
of biodiversity to society, Brainstorming viewing
environment and health
Activity on
“Advocacy
on
Biodiversity”
CM, IFK, PO1,PO  Determine the true GENETICALLY Content Focus Modular Quiz Rubrics for all 3 HRS
LL 2, PO3, meaning of genetic MODIFIED and Essay the given
PO5, engineering as a science ORGANISMS: Interaction SeDi (or any Video clip activities
PO7 and its usages in various SCIENCE, HEALTH LMS applicable) viewing
aspects AND POLITICS Reflection
 Discuss the ethics and Activity on
implications of GMOs and Brainstorming “Genetic
potential future impacts Engineering:
 Evaluate the impacts of World’s
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 genetic engineering on our Greatest
daily life Scam”
 Analyze the moral issues
raised in the development
of genetic engineering
 Apply different ethical
theories to make moral
judgment on genetic
engineering
CM, IFK, PO1,PO  Discuss the major impacts THE NANO WORLD Content Focus Modular Quiz Rubrics for all 3 HRS
LL 2, PO3, (both potential and and Inventory the given
PO5, realized} of Interaction SeDi (or any activities
PO7 nanotechnology on society LMS applicable) Activity on
 Analyze the issue through Reflection “Nanotechno
the conceptual STS lenses logy in the
 Critique the issue on its Brainstorming Philippines”
costs and benefits to
society

CP, CEL, PO1,PO  Describe gene therapy GENE THERAPY Content Focus Modular Quiz Rubrics for all 3 HRS
LL 2, PO3, and its various forms and Video clip the given
PO5,  Discuss the benefits and Interaction SeDi (or any viewing activities
PO7 risks of gene therapy LMS applicable) Position
 Assess the issue’s Reflection paper
potential benefits and
detriments to global Brainstorming Activity on
health “Case Study:
Gene
Therapy for
Enhancemen
t Purposes”
CM, IFK, PO1,PO  Identify the causes of CLIMATE CHANGE Content Focus Modular Quiz Rubrics for all 3 HRS
CEL 2, PO3, climate change in the local AND ENERGY CRISIS and Situational the given
PO5, context Interaction SeDi (or any analysis activities
PO7  Connect the various LMS applicable) Cause and
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 impacts of climate change Reflection effect
to environment and
humans Brainstorming Activity on
 Create a sample “Alternative
contingency plan for a Sources of
local energy crisis Energy”

CM, IFK, PO1,PO  Discuss the principle of ENVIRONMENTAL Content Focus Modular Quiz Rubrics for all 3 HRS
LL 2, PO3, environmental awareness AWARENESS and Explanatory the given
PO5,  Explain the concept of Interaction SeDi (or any writing activities
PO7 ecological footprints LMS applicable) Cause and
 Evaluate the scientific Reflection effect
principles of sustainability
Brainstorming Activity on
“Environmen
tal
Sustainabilit
y”
Final-Term Examination – 1.5 hours
TOTAL 16.5 HRS
Course Requirements:
PORTFOLIO- Using a notebook (hard copy or e-notebook), compile your answers in the section, “Points to Ponder” of your modules. Refer to the given
rubric below to guide in making your portfolio. Submit your output one week before the scheduled final examination as per instruction of your subject
teacher.

Criteria Exceeds expectations Meets expectations Partially meets Does not meet
expectations expectations
Sources of Learning Documentation and Documentation and Documentation and Documentation and
Experiences relevant to description of learning description of learning description of learning description of learning
learning outcomes experiences related to experiences related to experiences related to experiences related to
course learning outcomes course learning outcomes course learning outcomes course learning outcomes
exceed expectations are appropriate and are not effectively or are lacking or
effectively presented completely presented substantially inadequate
Evidence of Learning The portfolio provides The portfolio adequately The portfolio documents The portfolio shows little

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 Competencies clear evidence of learning documents learning tied some, but not sufficient, or no evidence of learning
tied to sound educational to sound educational learning tied to sound tied to sound educational
theory (or grounded in theory (or grounded in educational theory (or theory
appropriate academic appropriate academic grounded in appropriate
frameworks) frameworks) academic frameworks)
Mastering Knowledge & The portfolio The portfolio documents The portfolio The portfolio provides little
Skills Application of demonstrates the student the acquisition of demonstrates the evidence of the student’s
Learning has mastered the knowledge and skills for student’s ability to use the ability to use knowledge
knowledge and skills for the course learning knowledge and skills for and skills for the course’s
the course learning outcomes, with some the course learning learning outcomes in
outcomes and can apply ability to apply them in outcomes in practice is practice
them in practice practice limited
Reflection on Learning The portfolio shows that The portfolio provides The portfolio provides The portfolio provides little
Aligned with course the student has reflected evidence of reflection to inadequate evidence of or no evidence of
learning outcomes with substantial depth increase learning aligned reflection to increase reflection to increase
upon how the prior with the course learning learning aligned with the learning aligned with the
learning experience is outcomes for which credit course learning outcomes course learning outcomes
aligned to the course is being sought for which credit is being for which credit is being
learning outcomes for sought sought
which credit is being
sought
Presentation The portfolio is well The portfolio is well Most of the expected Assembly instructions
Completeness and quality organized with all critical organized with all critical elements are included; the have not been followed
of the portfolio elements included; elements included; the quality of written, visual with critical portfolio
presentation learning is well- quality of written, visual and/or digital presentation elements not included; the
documented with writing and/or digital the does not meet quality of written, visual
and production skills that presentation is competent postsecondary standards and/or digital presentation
exceed those of most with minor errors in with too many errors in does not meet
college students spelling, grammar and spelling, grammar and postsecondary standards
punctuation punctuation

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 Grading Scheme Grade Equivalent
*Quizzes/ Activities 20% 1.0 98-100
*Course Requirement/s 10% 1.25 95-97
*Assignments 5% 1.5 92-94
*Prelims 15% 1.75 89-91
Midterm Exam 25% 2.0 86-88
Final Exam 25% 2.25 83-85
Total 100% 2.5 80-82
2.75 77-79
3.0 75-76
5.0 74 below (Failed)
Inc. Incomplete

References:
Main text
 McNamara, D. (2018). Science Technology and Society. C and E Publishing, Inc.
 Serafica, J. (2018). Science Technology and Society. Asia-Pacific Journal. Rex Bookstore
Other Texts:
 Anderson, P. (2001). 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, J. and Sreekantan, BV (2004). Nature’s Longest Threads: New Frontiers in the Mathematics and Physics of
Information in Biology, World Scientific
 Caoli, O. (1986). “A History of Science and Technology of the Philippines,” in Analysis of Conditions for National Scientific and
Technological Self-Reliance: The Philippine Situation. University of the Philippines, Quezon City.
 Dayrit, F. (2011). Sustainable Development: An Evolving Paradigm for the 21st Century,” in Stellar Origins, Human Ways: Readings
in Science, Technology, and Society. eds. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila University Press,
 Ecker, D. (2014). Germ Catcher. Scientific American
 Floridi, L. (2014). The Fourth Revolution: How the Infosphere is Reshaping Human Reality.Oxford University Press
 Feynman, R. (1999). The Pleasure of Finding Things Out: What Is and What should be the role of scientific culture in modern society
in The Best Short Works of Richard Feynman, pp. 97–115, Perseus Books
 Gripaldo, R. (2009).The Concepts of the Public Good: A View from the Filipino Philosopher” in The Making of a Filipino Philosopher
and Other Essays. National Bookstore, pp. 82-100
 Heidegger, M.(1982). The Question Concerning Technology and Other Essays. HarperCollins
 Hickel, J. (2015). Forget ‘developing’ poor countries, it’s time to ‘de-develop’ rich countries. The Guardian, Online:
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 http://www.theguardian.com/global-development-professionals-network/2015/sep/23/developing-poor-countries-de-develop-
richcountries-sdgs.
 Lehrer, J. (2010). How We Decide. Mariner Books
 Maboloc, C. (2010). “Eudaimonia and Human Flourishing” in Ethics and Human Dignity. Rex Bookstore, pp 15-23.
 Rodriguez, (1996). Philippine Science and Technology: Economic, Political and Social Events Shaping Their Development.
 Von Baeyer, H. (2005). Information: The New Language of Science. Harvard University Press

CLASSROOM POLICIES:

1. Observance of Health Protocols

a. Everybody who is entering the campus and classroom premises is required to wear a face mask – NO FACE MASK, NO ENTRY POLICY
b. Observe at all times, in all places and in all transactions, social / physical distancing of at least 1 meter apart as advocated by the
Department of Health.
c. When classes are conducted outside the classroom, physical distancing will still be observed.

2. Uniform and Dress code

a. Students should be in proper uniform, wear ID and appropriate shoes except during laboratory class.
b. On Wednesdays, cross dressing, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, spaghetti strap, earrings for males,
etc.
c. PE uniforms should be worn only during PE class.

3. Taking Examination

a. Cheating and copying are strictly prohibited. When caught during quizzes and long/units exams, deduction of points will be imposed by
the teacher and during midterm or final exam. Means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exam.
c. During prelim, midterm, and final exam, only test papers answer sheets, permits, calculators, pens, pencils and erasers are allowed on
the desk; other things should be deposited on a place designated by the teacher.
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 d. Other policies will be imposed as deemed necessary and as agreed upon between the students and the subject professor.

4. Other Policies

4.1 Face-to-face FTLM

a. Cellphone should be shut-off or in silent mode during class hours.
b. Chairs should be arranged at least 1.5 meters apart to observe social distancing.
c. Chairs should be arranged before leaving the classroom.
d. Vandalism is strictly prohibited and punishable.
e. No Smoking within the school premises.
f. Students under the influence of liquor are not allowed inside the school compound.
g. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during cleanup days and laboratory classes.
h. Unnecessary noise to the point of creating disturbances is prohibited.
i. Proper grooming should be observed at all times, e.g. short and undyed hair for males.
j. Other policies will be strictly imposed as contained in the student manual.

4.2. Online FTLM (synchronous)

a. Unnecessary noise to the point of creating disturbances is prohibited.
b. Participative learning is encouraged
c. Wear proper attire
d. Courtesy and proper decorum should be observed at all times
e. Meeting time set should be strictly observed by both faculty and students
f. Policies on the recording of class lecture is subject to the approval/agreement between the student and faculty which shall be governed
by existing laws such as cybercrime act, data privacy act and intellectual property right laws.
g. Posting of unnecessary comments/messages are prohibited during online classes.

4.3. Remote FTLM (asynchronous)

a. Submit required output on time via online or on designated drop-off / pick up points.
b. Submission of duplicated / copied output is prohibited.
c. Posting of unnecessary comments/messages are prohibited during group chat/discussion forum.

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 Prepared by: Adopted by: Reviewed by: Approved by:

MR. DAREN T. BAUI TERESA A. PAGADUAN MARY JANE T. DONATO NANET G. EUGENIO
Subject-in-charge Subject-in-charge BEEd Program Chair Campus Coordinator

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