AN INTRODUCTION TO

SCIENCE TECHNOLOGY &

SOCIETY:
Significance of STS in the context of
global citizenship
Intended Learning Outcomes
●Recognize the importance of the STS movement in
promoting science literacy and environmental literacy
towards sustainability;
●Analyze the relationships of science & technology with
the local and global societies;
●Analyze the relationship between the common
societal concepts, i.e., Social Darwinism & Social
Exchange Theory and UN SDGs;
●Apply the scientific process in the learners’ everyday
lives as global citizens
STS Described
●“Interactions between science and
technology and social, cultural, political,
and economic contexts which shape and are
shaped by them; specific examples
throughout human history of scientific, and
technological developments.” CHEd CMO
20 s. 2013
STS Education
(Aikenhead, 1994)

Reference: Aikenhead, G. (1994). What is STS science teaching. In J. Solomon, & G. Aikenhead, STS Education:
International Perspectives on Reform. New york: Teachers College Press.
STS educational viewpoints
●Its prominence in the school science
curriculum (Aikenhead, 2003).

●Ensure the development of a broad – based

science curriculum, embedded in the
cultural, socio-political contexts in which it
was formulated (Fensham, 1985).
STS educational viewpoints
●Students’ engagement with different
perspectives on societal issues
concerning the impact of science and
technology on everyday life (Fensham,
1988).
Paradigm of STS Teaching & Learning
(Aikenhead, 1992)

Reference: Aikenhead, G. (1994). What is STS science teaching. In J. Solomon, & G. Aikenhead, STS Education:
International Perspectives on Reform. New york: Teachers College Press.
Paradigm of STS Teaching & Learning
(Aikenhead, 1994)
Society’s
response

Technology 2 Technology 1
(+) (-)

Science skills- Science

Inquiry based concepts

Reference: Aikenhead, G. (1994). What is STS science teaching. In J. Solomon, & G. Aikenhead, STS Education:
International Perspectives on Reform. New york: Teachers College Press.
Example
Global warming
(GW)
Societal response

Technologies to Technologies
address GW leading to GW

Science concepts
Science skills
about GW
Global Citizenship (GC) & Global
Citizenship Education (GCED).
●GC described: “a sense of belonging to a broader
community, beyond national boundaries, that
emphasizes our common humanity and draws on
the interconnectedness between the local and the
global, the national and the international.”
(UNESCO, 2014)
●GCED’s 4 pillars: “learning to know”, “learning to
do”, “learning to be”, “learning to live together”
(UNESCO, 1996).
GCED & Education for Sustainable
Development (ESD) (UNESCO, 2013)
Key conceptual dimensions of GCED and ESD

Cognitive Learners acquire knowledge, understanding and critical thinking

skills about global issues and the interconnectedness/interdependency
of countries and different populations.

Learners have a sense of belonging to a common humanity,

sharing values and responsibilities and holding rights.
Socio-
emotional
skills Learners show empathy, solidarity and respect for differences
and diversity

Behavioural Learners act effectively and responsibly at local, national and

skills global contexts for a more peaceful and sustainable world
Importance of STS
SOCIAL DARWINISM
Suggested link
https://www.youtube.com/watch?v=5G0ndS3uRdo
A Look at the Sustainable Development Goals

https://www.youtube.com/watch?v=pgNLonYOc9s
SDGs explained
Examples of Societal Cases
to be Resolved by STS
https://www.youtube.com/watch?v=yd8V2Vs2ioo
https://www.youtube.com/watch?v=-r_m-hKQz7Q
https://www.youtube.com/watch?v=H-VylrZyKms
Outcomes -Based Assessment
● Write a reflection about the three societal cases shown earlier
according to the following guide questions:
1. Discuss what you understand about the 3 cases. What UN sustainability
goal/s is/are being addressed for each case?
2. Before arriving at a certain decision on each issue, was there any
consideration about the application of the scientific method? Explain.
3. What is the science/technology behind each case? Explain the science
concept/s involved.
4. What is the societal issue/s behind each case?
5. How would you judge/evaluate regarding each case? Are the decisions
valid? Give your own opinion.
6. Provide your reference/s.
● Not to exceed 1,000 words, times new Roman, font 12, 1.5 spacing.
● Submit on-line
Note to student:
●UST is very strict about intellectual property rights.
●Avoid plagiarism.
●Your reflection paper will be subjected to an
application that can detect such academic offense, e.g.
turnitin.
●An offense as such will be penalized stipulated in the
student handbook.
The Nature, History, &
Philosophy of Science:
Human History and the
Emergence and Development of Science

https://www.youtube.com/watch?v=EDy3t5xIGUM
 Intended Learning Outcomes

➢ Describe the scientific revolution during the ancient, Middle

Ages, and Renaissance era.
• Discuss why the Middle Ages is also known as the Dark Age of
human history.
• Discuss why the Renaissance is also called Cultural Period
• Discuss the events in human history that give rise to the
Renaissance Period

➢ Explain how natural phenomena were studied based on the

philosophy and nature of science in the fields of cosmology,
natural history, physics, mathematics, and medicine.
Can you supply the specific
dates in the timeline in the
preceding slide?
https://www.youtube.com/watch?v=JRCCV5v9CUc
causes of the renaissance
https://www.youtube.com/watch?v=k544jQEleQM
The Ancient Age
https://www.youtube.com/watch?v=6EAMqKUimr8
The Middle Ages in 3 1/2 minutes
The Rise of Modern
Science.
Intended Learning Outcomes (ILO)
● Describe the impact of philosophy, art, social
structure, and indigenous knowledge on the
development of modern science
● Examine the role and application of modern science
in the learners’ daily activities.
● Examine public perception of modern science.
● Evaluate the different daily human activities based on
modern science that contributed to the present state
of the environment and human health.