DATE/S June 15-17, 2020

MODULE 1 GENERAL CONCEPTS AND STS HISTORICAL AUTHOR/S

DEVELOPMENTS

Unit 1 Historical antecedents in which social

considerations changed the course of
science and technology

Racquel C. Barcelo,
Ph.D.

1. Discuss the interactions between S&T and society throughout

history.
2. Discuss how scientific and technological developments affect
society and the environment.
3. Identify the paradigm shifts in history
LEARNING
OUTCOMES

Activity: My STS Portrait

Total No. of Points: 20

Time Allotted: 1 hour

ENGAGE Instructions:

As you begin, watch the video clip “Science &

Technology (S & T) by the National Academy of
Science and Technology (NAST)”. Note: The
introductory video will be uploaded in the google classroom by
your instructor.

On a short white coupon bond, make an illustration depicting

the importance of S & T in the society. Provide a brief caption by
defining the terms: science, technology and society. Use your
own words.
 Note: Scan/take a picture of your work and post it on
our discussion forum. Rename the file as LAST
NAME_Given Name_ Portrait e.g. BARCELO_Racquel_Portrait

Scoring: Refer to rubric for checking portraits (see

Appendix A)

Task: Timeline of Science & Technology

Total No. of Points: 20

Time Allotted: 3 hours

EXPLORE
Instructions:
1. Open the learning materials and website links below. Read
the materials and watch the videos. If you wish, you may look
for more scholarly articles, books and or videos that will help
you construct a timeline of S & T.

Book:
Gabriel A., Fagbenle R., & Jaja J. (1998). The history of Science
and Technology in Perspective.
https://www.researchgate.net/publication/308028587_The_
History_of_Science_and_Technology_in_Perspective

Videos:
India's Ancient Sciences & Technological Innovations
Rediscovered Documentary 2017 (45 mins)
https://www.youtube.com/watch?v=_fEBWkowuDI

The First Academicians- NAST Philippines

Note: The video will be uploaded in the google classroom by
your instructor.

Article:
The National Scientists
http://www.nast.ph/images/pdf%20files/Publications/Other%
20Publications%20of%20NAST/First%20Decade/The%20Nation
al%20Scientists%20Decade.pdf

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 Websites:
Invention and Inventors
https://www.gr8ambitionz.com/2013/05/invention-and-
inventors-pdf-download.html

Famous Scientists and Their Inventions That Changed the

World - Science Struck
https://sciencestruck.com/famous-scientists-their-inventions

16th Century_The Technology, Science, and Inventions

https://www.thoughtco.com/16th-century-timeline-1992483

Ancient Civilizations Timeline

https://ancientcivilizationsworld.com/timeline/

An Introduction to Ancient (Classical) History

https://www.thoughtco.com/what-is-ancient-classical-
history-117286

Middle-Ages Science - Medieval Period - History of Science

https://explorable.com/middle-ages-science

Inventions and Inventors of the 18th Century

https://www.thoughtco.com/18th-century-timeline-1992474

The Renaissance: The 'Rebirth' of Science & Culture

https://www.livescience.com/55230-renaissance.html

2. On a short white coupon bond, create a timeline of

significant events by listing the MOST SIGNIFICANT
inventions/discoveries in the Ancient, Middle and
Contemporary Age. Include Filipino Scientists. Label your
timeline.

Note: Scan/take a picture of your work and drop it in

the submission bin. Rename the file as LAST
NAME_Given Name_ Timeline e.g. BARCELO_Racquel_Timeline

Scoring: Refer to rubric for checking timelines (see

Appendix B)

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 Activity: Standing on the Shoulder of Giants
Total No. of Points: 24

Time Allotted: 30 minutes

EXPLAIN
Instructions:
On an illustration board (1/8), cut and paste a
printed image of one (1) invention or discovery from
your timeline. In a short video presentation (5 min
max), present the following:
• Name and picture of inventor/ discoverer
• Brief story behind the invention/discover (with emphasis on
how it was invented/discovered and reason behind its
invention/discovery)

Note: Each student must submit a name of discovery/invention

to the instructor. Repetition is not allowed. Post your video on our
classroom google drive. Rename the file as LAST NAME_Given
Name_ Invention e.g. BARCELO_Racquel_Compass

Scoring: Refer to rubric for checking oral presentation

(see Appendix C)

Activity: S & T Paradigm Shifts

Total No. of Points: 25

Time Allotted: 1 hour

ELABORATE Instructions:
Read the article on “Paradigm and Paradigm Shifts” by
Shuttleworth and Wilson at https://explorable.com/what-is-a-
paradigm. In an essay form answer the question below: Use
maximum of 250 words. Include in text citation and references.
Use APA format.

Critical Thinking Question:

Discuss the impact of one (1) S & T paradigm shift to the society.
Justify and support your answer.

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 Note: Run your essay in grammarly application. Submit
your essay together with the grammarly result as
attachment before dropping in the submission bin. Do
not forget to rename the files as LAST NAME_Given Name_
Essay/Grammarly e.g. BARCELO_Racquel_Essay and
BARCELO_Racquel_Grammarly

Scoring: Refer to rubric for checking essays (see Appendix

D)

Science- “system of knowledge of the natural world gained

through the scientific method.” (McNamara et al. 2018)

Scientific method- a step by step procedure/process that is used

for solving problems and or answering questions. Involves
observation, problem, hypothesis, experimentation, analysis and
KEY interpretation of results/findings and conclusion.

POINTS Technology- tekne (Greek) means “art or craft”, logia (Greek)

means “subject or interest” which referes to “practical
applications of what we know about nature” to improve life and
our well being thus, also known as applied science. (McNamara
et al. 2018)

S & T have a great influence on the society in various aspects such

as socio-political, cultural, and economic. This is manifested by
the development of human culture and technological
developments throughout history resulting to improvement of
human civilizations across the world. Over-all, various discoveries
and inventions have contributed to making life easier and better
thus, aid humans in the pursuit of a good life. However, its impact
may have both advantages and disadvantages. Therefore,
intelligent and ethical decision making are necessary for the
good of humanity.

Paradigm Shifts are evidences that Science indeed progresses.

Kuhn refers paradigm shifts to intellectual or scientific revolutions
which transformed the society specifically on how people think.
For example, Copernican on heliocentric model stating that the
sun is the center of the universe instead of the Earth. Paradigm
shifts resulted during the period of enlightenment (age of

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transformation- change of views about nature) where various
developments took place in the fields of mathematics, physics,
astronomy, biology and chemistry. Hence, brought about the
birth of modern science (Serafica et al. 2018).

Supplementary Learning Resources:

Document
• S & T Historical Timeline by Jan Dosoudil and Nigel Haward
(to be uploaded by the instructor in google classroom)

Websites
• The Most Impactful Inventions of the Last 300 Years
https://www.thoughtco.com/list-of-popular-inventions-
1991680
• The Most Important Inventions of the 19th Century
https://www.thoughtco.com/inventions-nineteenth-
century-4144740
• Inventions in the Middle Ages
https://www.thefinertimes.com/inventions-in-the-middle-
ages
• Technology Timeline
https://www.explainthatstuff.com/timeline.html
• 20th Century Invention Timeline 1900 to 1949
https://www.thoughtco.com/20th-century-timeline-
1992486
• A List of Important Inventions and Innovations
https://www.thoughtco.com/a-to-z-inventors-4140564

Videos

• The World’s Greatest Inventions of All Time Documentary

Channel (52 mins)
https://www.youtube.com/watch?v=IYYyfAl9Usc
• Top 10 Inventions in Human History (6 mins)
https://www.youtube.com/watch?v=bNUfZ3_VkuE
• Top 10 Inventions of All Time (6 mins)
https://www.youtube.com/watch?v=bNUfZ3_VkuE

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 Activity: Unit Test
Total No. of Points: 35

Time Allotted: 30 minutes

EVALUATE
Instructions:
Answer the unit test to be uploaded by your course facilitator in
the google classroom. Good Luck!

CHEd Recommendations
• Philosophy of Science (Encyclopedia) Scientific Progress, Scientific
Revolutions
• Floridi, Luciano. 2014. The Fourth Revolution, Oxford University
Press
• Caoli. History of Science and Technology of the Philippines.
• Video: Stephen Colbert’s interview with Neil Tyson
REFERENCES https://www.youtube.com/watchv=YXh9RQCvxmg&nore
direct=1
• Youtube: World’s Greatest Inventions (3 minutes)
• Philippine Great Inventions
• Paul Anderson article: “More is Different” 1976
• https://explorable.com/scientific- reductionism
• https://explorable.com/what-is-a-paradigm
• https://www.history.com/tag/scientific-revolution
• https://www.history.com/topics/british-history/enlightenment
• Kuhn, Structure of Scientific Revolution

~Well done! Congratulations for completing MODULE 1: Unit I~

Proceed to MODULE 1: Unit II

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 APPENDIX A

SCORING RUBRIC
POSTER for PORTRAIT
PRESENTATION RUBRIC
Students can improve their learning through knowing their peer’s feedback on their performance (Lu, 2012). It is important in the learning
process. PLEASE BE KIND, OBJECTIVE and SUPPORTIVE.

1 2 3 4 Total
Reader cannot Reader has difficulty
understand the following presentation Information is presented Information is presented in a
Organization presentation because because some sections in a logical sequence logical, interesting sequence
there is no sequence of are not arranged which readers can follow. which readers can follow.
information. properly
Has four or more Has three misspellings Has no more than two
Has no misspellings or
Mechanics spelling errors and/or and/or grammatical misspellings and/or
grammatical errors.
grammatical errors. errors. grammatical errors.
Graphics summarize the
Graphics lack
Superfluous graphics or Graphics relate to the text information. Enhance the
Graphics supporting text and
no graphics or content visual appeal and
caption or labels
understanding
2 4 6 8
Information clearly relates to
Information clearly Information clearly relates the task given. Several
Information provided
relates to the task given. to the task given. Only a supporting details were
Information does/do not meet the
Details were not few (1-2) supporting provided. These are
instructions given
provided. details were provided. necessary and highly
required.

Total Points:

Based from the Criteria/Rubrics for Assessment of Presentations of the Information Technology Evaluation Services,
NC Department of Public Instruction & Cordillera Health Research and Development Consortium

POSTER PRESENTATION RUBRIC

Students can improve their learning through knowing their peer’s feedback on their performance (Lu, 2012). It is important
in the learning process. PLEASE BE KIND, OBJECTIVE and SUPPORTIVE.

1 2 3 4 Total
Reader cannot Reader has difficulty
understand the following presentation Information is presented Information is presented in a
Organization presentation because because some sections in a logical sequence logical, interesting sequence
there is no sequence of are not arranged which readers can follow. which readers can follow.
information. properly
Poster has four or more Poster has three Poster has no more than
Poster has no misspellings or
Mechanics spelling errors and/or misspellings and/or two misspellings and/or
grammatical errors.
grammatical errors. grammatical errors. grammatical errors.
Graphics summarize the
Poster has graphics that results/discussion of the
Poster has superfluous Graphics relate to the text
Graphics lack supporting text and study. Enhance the visual
graphics or no graphics or research content
caption or labels appeal and understanding of
the study
2 4 6 8
Information clearly relates to
Information clearly relates
Information clearly the research objective/s.
Information provided to the research objective/s.
relates to the research Several supporting details
Information does/do not meet the Only a few (1-2)
research objectives
objective/s. Details were
supporting details were
were provided. These are 7
not provided. necessary and highly
provided.
required.
 APPENDIX B
SCORING RUBRIC for TIMELINES
POSTER PRESENTATION RUBRIC
Students can improve their learning through knowing their peer’s feedback on their performance (Lu, 2012). It is important in the learning
process. PLEASE BE KIND, OBJECTIVE and SUPPORTIVE.

1 2 3 4 Total
Reader cannot Reader has difficulty
understand the following presentation Information is presented Information is presented in a
Organization presentation because because some sections in a logical sequence logical, interesting sequence
there is no sequence of are not arranged which readers can follow. which readers can follow.
information. properly
Has four or more Has three misspellings Has no more than two
Has no misspellings or
Mechanics spelling errors and/or and/or grammatical misspellings and/or
grammatical errors.
grammatical errors. errors. grammatical errors.
Graphics summarize the
Graphics lack
Superfluous graphics or Graphics relate to the text information. Enhance the
Graphics supporting text and
no graphics or content visual appeal and
caption or labels
understanding
2 4 6 8
Information clearly relates to
Information clearly Information clearly relates the task given. Several
Information provided
relates to the task given. to the task given. Only a supporting details were
Information does/do not meet the
Details were not few (1-2) supporting provided. These are
instructions given
provided. details were provided. necessary and highly
required.

Total Points:

Based from the Criteria/Rubrics for Assessment of Presentations of the Information Technology Evaluation Services,
NC Department of Public Instruction & Cordillera Health Research and Development Consortium

POSTER PRESENTATION RUBRIC

Students can improve their learning through knowing their peer’s feedback on their performance (Lu, 2012). It is important
in the learning process. PLEASE BE KIND, OBJECTIVE and SUPPORTIVE.

1 2 3 4 Total
Reader cannot Reader has difficulty
understand the following presentation Information is presented Information is presented in a
Organization presentation because because some sections in a logical sequence logical, interesting sequence
there is no sequence of are not arranged which readers can follow. which readers can follow.
information. properly
Poster has four or more Poster has three Poster has no more than
Poster has no misspellings or
Mechanics spelling errors and/or misspellings and/or two misspellings and/or
grammatical errors.
grammatical errors. grammatical errors. grammatical errors.
Graphics summarize the
Poster has graphics that results/discussion of the
Poster has superfluous Graphics relate to the text
Graphics lack supporting text and study. Enhance the visual
graphics or no graphics or research content
caption or labels appeal and understanding of
the study
2 4 6 8
Information clearly relates to
Information clearly
Information clearly relates
the research objective/s. 8
Information provided to the research objective/s.
relates to the research Several supporting details
Information does/do not meet the Only a few (1-2)
objective/s. Details were were provided. These are
research objectives supporting details were
not provided. necessary and highly
provided.
 APPENDIX C
SCORING RUBRIC for ESSAY

CRITERIA VERY GOOD GOOD AVERAGE NEEDS IMPROVEMENT

Score: 5 Score: 4 Range of Scores: 2-3 Range of Scores: 0-1

Accuracy of All information There is less than There are three There are more
Content (contextual and three wrongly- to five two than five
conceptual) used stated information wrongly-stated wrongly-stated
are relevant (contextual and information concepts used in
concepts conceptual) used (contextual and answering
in answering conceptual)
used in
answering

Quality of Explanation is well- Most sentences Most sentences There was no

Synthesis constructed show evidence of are summarized synthesis nor
syntheses. Answer synthesized ideas. general science summary
shows evidence of Answers are not concepts only, presented, only
excellent merely with no input of random
preparation. summarized nor originality. presentations of
Answers are not copied, and shows general
merely summarized originality of concepts.
nor copied, and approach.
shows originality of
approach.

Organization of Highly logical, Logical, with high Logical but data Random
Answers exceeds quality of output; shows presentation of
expectations, follows the redundancy; answer; unclear
discussion follows prescribed format; with acceptable point of view;
prescribed format; Sequence of parts quality of output; sequence is
Sequence of parts of the answer are sequence is unclear
of the answer are well thought of. acceptable
well thought of.

Delivery of No contradictions, Minimal Acceptable Many instructions

Answers all instructions are contradictions, command of are not followed,
followed, excellent good command language, with several
grammar and use of grammar and persuasion is contradictions
of words, excellent language, minimal because
command of persuades with of several

9
 language, very ease, has made contradicting
persuasive some preparations statements

References and All resources are One to two More than three No citations
Citations cited (textual and references are not references are
referential) cited correctly. not cited
correctly using APA correctly.
format.

ORAL PRESENTATION RUBRIC

APPENDIX D
Students can improve their learning through knowing their peer’s feedback on their performance (Lu, 2012). It is important in the
SCORING
learning process. PLEASE RUBRICand
BE KIND, OBJECTIVE forSUPPORTIVE.
ORAL PRESENTATION (VIDEO)

1 2 3 4 Total
Audience has difficulty Student presents information
Audience cannot understand Student presents information in
following presentation in logical, interesting
Organization presentation because there is logical sequence which
because student jumps sequence which audience
no sequence of information. audience can follow.
around. can follow.
Student demonstrates full
Student does not have grasp Student is uncomfortable
Student is at ease with expected knowledge (answering all
Subject of information; student cannot with information and is able
answers to all questions, but class questions) with clear
Knowledge answer questions about to answer only rudimentary
fails to elaborate or explain. explanations and
subject. questions.
elaboration.
Student's presentation has Presentation has three Presentation has no more than Presentation has no
Mechanics four or more spelling errors misspellings and/or two misspellings and/or misspellings or grammatical
and/or grammatical errors. grammatical errors. grammatical errors. errors.
Student occasionally uses Student's graphics explain
Student uses superfluous Student's graphics relate to text
Graphics graphics that rarely support and reinforce screen text and
graphics or no graphics and presentation.
text and presentation. presentation.
Student occasionally uses eye Student maintains eye contact Student maintains eye
Student reads all of report
Eye Contact contact, but still reads most most of the time but frequently contact with audience,
with no eye contact.
of report. returns to notes. seldom returning to notes.
Student's voice is low. Student uses a clear voice
Student mumbles, incorrectly Student's voice is clear. Student
Student incorrectly and correct, precise
pronounces terms, and speaks pronounces most words
Elocution pronounces terms. Audience pronunciation of terms so
too quietly for students in the correctly. Most audience
members have difficulty that all audience members
back of class to hear. members can hear presentation.
hearing presentation. can hear presentation.
Total Points:

“Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together,
construct shared understandings and knowledge.” (Johnson, Johnson, & Smith, 2004).

Source: Information Technology Evaluation Services, NC Department of Public Instruction Legend: Content Non Verbal Verbal Skills

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