INFORMATIC TECHNOLOGICAL COLLEGE OF SAN FRANCISCO INC.

Prk. 2A, Distic 1, Barangay 5(Pob.), San Francisco, Agusan del Sur

Course Code Soc. Sci. 3

Course title Science, Technology and Society
No. of hours 54
Credit/Unit 3
Prerequisite None
Course Description This course deals with interactions between science and technology and social, cultural, political, and economic contexts that shape and
are shaped by them. (CMO No. 20, series of 2013)

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.

This course includes mandatory topics on climate change and environmental awareness.
Vision Informatic Technological College of San Francisco, Inc. envisions to be a leading technical school in Region XIII, Committed to uphold
standards of quality affordable technical education in producing skilled man power with positive work values that will contribute to the
social, moral and economical development of Agusan del Sur and neighbouring provinces.
Mission Our mission is to provide affordable, relevant, efficient and high-quality technical education and produce highly skilled graduates
endowed with desirable work values and attitudes that will prepare them for gainful employment.
Core Values Innovation
Tenacity
Compassion
Skill
Flexibility
Goals 1. Implement a comprehensive quality management system to improve product/service quality and customer satisfaction.
2. Adopt cutting-edge technologies to improve productivity and competitiveness.
 3. Promote diversity, equity, and inclusion within the workplace.
4. Ensure compliance with ethical standards and regulations in all aspects of operations.
5. Identify and establish strategic partnerships to expand market reach and create new business opportunities.
Objectives At the end of the course, students are expected to:
1. Articulate the impacts of science and technology on society, specifically Philippine society.
2. Foster the value of a healthy lifestyle toward the holistic and sustainable development of society and the environment.
3. Illustrate how the social media and information age impact their lives and their understanding of climate change

Course Content
Week Lesson/Topic Learning Objectives Strategy/ Student Output Evaluation of Learning/
Methodology/Activities Evaluation Tool
1 Discuss the interactions between Lecture and discussion Submission of works that Quiz
S&T and society throughout includes the summary of
history. Activity: “Standing on learnings acquired in this Graded Activity
the shoulders of Giants period.

The Discuss how scientific and

technological
affect society
developments
and the
Quizzes to be submitted
after class at a certain
Graded Recitation

Nature environment.

Identify the paradigm shifts in

time

of history.

Mathema
tics
1.Historical antecedents in
which social considerations
changed the course of science
 and technology

a. In the World: Ancient,

Middle and Modern Ages

b. In the Philippines
2 Intellectual revolutions that Articulate ways by which society Lecture and Discussion Submission of works that Quiz
defined society is transformed by science and includes the summary of
a. Copernican technology. learnings acquired in this Graded Activity
b. Darwinian period.
c. Freudian Graded Recitation
d. Information Quizzes to be submitted
e. Mesoamerican after class at a certain
f. Asian time
g. Middle East
h. African
3-4 Science and Technology and Discuss the role of Science and Small Group Activity Submission of works that Group Project
Nation Building Technology in Philippine nation includes the summary of presentation
a. The Philippine Government building. Discussion learnings acquired in this
S&T Agenda Evaluate government policies period.
pertaining to science and
b. Major development technology in terms of their Quizzes to be submitted
programs and personalities in contributions to nation building after class at a certain
S&T in the Philippines time
Identify actual science and
c. Science Education in the technology policies of the Student as a resource
Philippines government and appraise their speaker/reporter assign a
impact on the development of the student to talk on a
d. Selected indigenous science Filipino nation specific topic. Let the
and technologies student discuss the topic
by presenting the details
of the concepts. Let the
other students raise

5 The Human Person flourishing
in terms of science and
technology
Technology as a Way of
Revealing
6 Human flourishing
7 The Good Life
8 When technology
and humanity
cross
Analyze the human condition in
order to deeply reflect and
express philosophical
ramifications that are meaningful
to the student as a part of society.
Critique human flourishing vis-
àvis the progress of science and
technology so that the suident
can define for himself/herself the
meaning of 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
Examine human rights in order to
uphold such rights in
technological ethical dilemmas
questions.
Discussion Submission of works that Pre-Discussion
includes the summary of
Reflection learnings acquired in this Oral Recitation
period.
Deepening Activity
Quizzes to be submitted
after class at a certain Quizzes
time
Discussion Submission of works that Group Presentation on
includes the summary of how technology reveals
Reporting learnings acquired in this nature and the human
period. person’s role in it.
Student as a resource
speaker/reporter assign a
student to talk on a
specific topic. Let the
student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.
Lecture and Discussion Submission of works that Case Study:
includes the summary of Production and
learnings and studies Consumption of
acquired in this period. sugars
Reflection and Student as a resource Reports and class
Discussion speaker/reporter assign a discussion Quiz
student to talk on a
specific topic. Let the
student discuss the topic

9 Why does the future not need
us?
10-11 The information Age
(Gutenberg to Social media)
Evaluate contemporary human
experience in order to strengthen
and enlighten the human person
functioning in society
Link learned concepts 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
by presenting the details
of the concepts. Let the
other students raise
questions.
Quizzes to be submitted
after class at a certain
time
Reflection and Student as a resource Reports and class
Discussion speaker/reporter assign a discussion Quiz
student to talk on a
specific topic. Let the
student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.
Quizzes to be submitted
after class at a certain
time
Presentation and Student as a resource Book Report
Discussion speaker/reporter assign a
student to talk on a Activity Report: A day
specific topic. Let the without Technology
student discuss the topic
by presenting the details Activity Report: Timing
of the concepts. Let the your Technology Activity
other students raise Report: Technology and
questions. Past (interviews with
elders)
Quizzes to be submitted
after class at a certain

12-13 Biodiversity and the Healthy
Society
Genetically Modified
Organisms: Science, Health,
and Politics
Determine the interrelatedness of
society, environment, and health
Discuss the ethics and
implications of GMOs and
potential future impacts
time
Presentation and Student as a resource Graded Recitation and
Discussion speaker/reporter assign a Debate
student to talk on a
specific topic. Let the
student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.

14 The Nano World 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
Quizzes to be submitted
after class at a certain
time
Presentation and Student as a resource Reports
Discussion speaker/reporter assign a
student to talk on a Quiz
specific topic. Let the
student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.

15 Gene therapy (stem Cells) Describe gene therapy and its
various forms
Assess the issue’s potential
benefits and detriments to global
health
Quizzes to be submitted
after class at a certain
time
Video Presentation and Student as a resource Reports
Discussion speaker/reporter assign a
student to talk on a Quiz
specific topic. Let the
student discuss the topic
by presenting the details

16-18 Mandated Topics:
1. Climate Change and the
Energy Crisis
2. Environmental Awareness
Other Topics: Alternative
Energy Resources ( e.g. O-tech
Ocean Thermal Energy
Conversion)
Rubrics
Rubric for Group Presentation
Identify the causes of climate
change
Assess the various impacts of
climate change including
economic, geopolitical, biological,
meteorological, etc.
Apply STS concepts to the issue of
climate change
of the concepts. Let the
other students raise
questions.
Quizzes to be submitted
after class at a certain
time
Video Presentation and Student as a resource Group presentation and
Discussion speaker/reporter assign a discussion
student to talk on a
specific topic. Let the Learning application:
student discuss the topic weather control
by presenting the details
of the concepts. Let the Final Examination
other students raise
questions.
Submission of works that
includes the summary of
learnings and studies
acquired in this period.
Quizzes to be submitted
after class at a certain
time
Content and Relevance - 30%
Analysis ------------------ 40%
Creativity & teamwork - 30%
Total 100%
Rubric for Debate
Criteria
Content & Arguments
Organization & Structure
Rebuttal & Refutation
Use of Language &
Persuasiveness
Delivery & Presentation
Teamwork
Excellent (5)
Presents compelling
arguments supported by
strong evidence and logical
reasoning.
Debate is well-organized
with a clear introduction,
main points, and conclusion.
Transitions are smooth.
Effectively refutes
opponent's arguments with
logical rebuttals and
counterpoints.
Language is persuasive,
engaging, and appropriate
for the audience.
Speaker delivers arguments
confidently and
persuasively, engaging the
audience effectively.
Team collaborates
effectively; each member
contributes equally and
supports each other's
arguments.
Good (4)
Presents clear arguments
with relevant evidence and
reasoning.
Debate is mostly organized
with a clear structure;
transitions are mostly
smooth.
Provides adequate rebuttals
with some logical
counterpoints.
Language is mostly
persuasive and engaging.
Speaker delivers arguments
clearly and engages the
audience to some extent.
Team collaborates
adequately; most members
contribute and support each
other's arguments.
Fair (3)
Arguments are somewhat
clear; evidence and
reasoning could be stronger.
Structure is somewhat
confusing; transitions are
unclear or abrupt.
Rebuttals are weak or lack
logical counterpoints.
Language is somewhat
persuasive but could be
more engaging.
Delivery is somewhat
unclear or lacks engagement
with the audience.
Teamwork is somewhat
ineffective; not all members
contribute equally or
effectively.
Poor (2)
Arguments are unclear or
unsupported by evidence
and reasoning.
Structure is unclear or lacks
organization; transitions are
missing.
Fails to effectively rebut
opponent's arguments.
Language is not persuasive
or engaging.
Delivery is unclear or fails to
engage the audience
effectively.
Teamwork is poor; few
members contribute,
affecting overall
performance.
Grading System

Grades are determined by computing a student’s performance over the term for both lecture and laboratory. A failing grade may be given to a student who
does not meet attendance requirements.

The school adopts the following grading system with the corresponding equivalence
GRADE EQUIVALENCE DESCRIPTION
1.00 98-100% Excellent
1.25 95-97% Very Good
1.50 92-94%
1.75 89-91%
2.00 86-88% Satisfactory
2.25 83-85%
2.50 80-82%
2.75 77-79% Fair
3.00 75-76%
5.00 Below 75% Failed due to poor performance, absences or withdrawal
without notice
DRP Officially Dropped Dropped with approved dropping slip
P Passed To be used only for courses specified as having non-numeric
F Failed grades.

The course grade is based on the percentage distribution for each periodical grade to be expressed in percentage from rounded to the nearest unit.

For CHED and TESDA courses, which are semestral-based, the percentage distribution is as follows:

PRELIMS 20 % Example 2.25

MIDTERMS 20 % 1.25
PRE-FINALS 20 % 2.00
FINALS 40 % 1.00
Course Grade is 1.50
For other TESDA courses offered in modular forms, the percentage grade distribution within a block is as prescribed in the syllabus.

In courses with a combination of lecturer and laboratory, the course grade is based on the proportion of lecture to laboratory units. Hence, the course
grade for a three (3) unit course with two (2) units of lecture and one (1) unit of laboratory shall be of ratio of 2:1, lecture: laboratory, and rounded off to
the nearest numeric grade.

Example: Final lecture grade is 1.50

Final laboratory grade is 1.75
Course grade is 1.58

PERIODICAL GRADE

Recommended periodical grade components for:

Lecture Units Laboratory Units

Class Participation 10% Laboratory Exercises 10%
Exercise and Seatwork 20% Case Studies and Projects 90%
Quizzes 30%
Periodical Examination 40%

Deviation from the recommended components may be decided or approved by the Dean upon the recommendation of the Department Chairman/Program
Coordinator and faculty to suit the program objectives and requirements.

Prepared by: Reviewed: Recommending Approval: Approved:

Marc Russel N. Padilla Alberto N. Condolon Leizl L. Jagape Marcelino C. Anino
Instructor School Administrator Vice President for Academics School President