COURSE SYLLABUS

Science, Technology and Society

1st Semester, AY 2021-2022

COLLEGE: College of Arts and Letters

DEPARTMENT: Science
COURSE CODE: STS 101
COURSE TITLE: Science, Technology & Society
CREDIT UNITS: 3 units
PRE-REQUISITE: None
FACULTY: ROSARIO M. POÑADO, MAEd
CONSULTATION HOURS: Fri 10 – 1 pm, Tues & Thurs 2 – 4 pm

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.
(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 a 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.

University Vision

Bulacan State University is a progressive knowledge-generating institution, globally-

recognized for excellent instruction, pioneering research, and responsive community
engagements.

University Mission

Bulacan State University exists to produce highly competent, ethical and service-
oriented professionals that contribute to the sustainable socio-economic growth and
development of the nation.
 Core Values: SOAR BulSU!

Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

IGA-a IGA-b IGA-c IGA-d

PEO1.To produce skilled graduates who can

apply the knowledge-learning experience in /
future work related endeavor

PEO2.To develop learning competencies in

their chosen field of specialization and to
inculcate discipline towards the achievement of / /
commitment to chosen profession with moral
and ethical values

PEO3.To enable learners to adjust themselves

and be adaptive to their social environment with
/
emphasis on research and extension capability,
creativity and rationalism

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:

Program Educational Objectives

PROGRAM OUTCOMES
PEO1 PEO2 PEO3
BA Broadcasting /

1. To produce highly
competent individuals
in the field of
Broadcasting through
lifelong learning and
understanding on
recent developments in
the specific field of
 practice and work
independently in multi-
disciplinary and multi-
cultural teams;
2. The ability to work
effectively with
observance of ethical
and 
Professional
standards and
guidelines;
1. Ability to actively-participate in
socially relevant community
engagements; and
1. Recognition of their ability to
contribute to a sustainable socio-
economic growth and development
of the nation.
BA Journalism
a. Identify newsworthy stories in
a complex field of facts and opinions,
focusing on those of particular
importance to the community they
serve; community is interpreted
broadly as geographic, virtual, of
shared interest or philosophy
b. Conduct journalistic research
c. Write, illustrate, edit, produce /
and disseminate for various formats
and platforms
d. Uphold journalism ethics and
professional standards in keeping
with the role of journalism in a
democracy
e. In the case of graduates of
universities, produce scholarly work
that would add to the body of
knowledge on journalism
BA Malikhaing Pagsulat /
a. Nakapagsasanay sa
pagsusulat ng iba’t ibang anyong
pampanitikan (genre);
b. Nakatutukoy ng iba’t ibang
perspektiba at mga ugnayan ng mga
teksto at konteksto;
c. Nakagagamit ng analitikal at
kritikal na mga kasanayan sa pag-
aaral ng mga teksto;
d. Nakagpagsusulat at nakapag-
edit nang malinaw, masinop, at
malawak sa Filipino, bukod sa
naihahayag ang iniisip o nadarama
sa malikhaing paraan;
e. Nakapagpapamalas ng mga
kasanayan sa pananaliksik na
nakatuon sa mga disiplina sa ilalim
ng humanidades;
f. Nakapagpaplano, nakapag-
oorganisa, at nakapaglulunsad ng
kultural na aktibidad sa komunidad;
g. Naipapaliwanag ang bisa at
halaga ng panitikan, ng pagbabasa,
ng manunulat sa lipunan.
h. Gamit ang mga nabanggit na
kasanayan, nakapagpaplano at
nakapagkokonseptuwalisa ng
sariling poetika at nakalilikha ng
koleksiyon ng malikhaing akda sa
piniling genre, na humuhubog sa
kakayahan ng mag-aaral na
makipagsabayan sa publikasyon,
pananaliksik, malikhaing pag-aakda
sa iba’t ibang genre; gayundin, sa
media, edukasyon, at trabaho sa
lalong mataas na edukasyon.
Bachelor of Performing Arts (Theatre
Track)
Performing Arts Core 
a. To interpret performances as
product of different contexts and
perspectives.
b. To explore and articulate the
role of the Filipino performer in the
inculcation and enrichment of
traditions and innovation of national
culture.

Theater Track
a. To distinguish different
theater forms through specific
aspects of artistic productions.
b. To apply conceptual
framework of performance in
theatrical productions
c. To evaluate elements of
theater as performance.
d. To generate ideas on how to
utilize theater in promoting local,
regional and global perspectives.

LEARNING OUTCOMES:
At the end of the course, the students should be able to:
Knowledge
1. Articulate the impacts of science and technology on society, specifically
Philippine society
2. Explain how science and technology affect society and the environment and
its role in nation-building
3. Analyze the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the
1. student as a part of society
4. Define and demonstrate the impact of social media on the students’ life and
Philippine society in general

Values
1. Imbibe the importance of science and technology in the preservation of the
environment and the development of the Filipino
nation
2. Critique human flourishing vis-à-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
3. Foster the value of a healthy lifestyle toward the holistic and sustainable
development of society and the environment

Skills
1. Creatively present the importance and contributions of science and
technology to society
2. Examine shared concerns that make up the good life in order to come up
with innovative and creative solutions to
contemporary issues guided by ethical standards
3. Illustrate how the social media and information age impact their lives and
their understanding of climate change

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this course the student must be able to: a b c

LO1. enlighten students with basic terms in Science,

/
Technology and Society.

LO2. familiarize students with basic information in STS /

LO3. demonstrate the various trends in Biotechnology, /

GMO, climate change, Biological warfare and Nano
technology.

LO4. Explain how science and technology affect society and /

the environment and its role in nation-building
LO5. Define and demonstrate the impact of social media on /
the students’ life and Philippine society in general
LO6. provide an outline of the importance and contributions /
of science and technology to society

LO7. recall and demonstrate the impact of social media on /

the students’ life and Philippine society in general
 LO8. apply information technology skills to prepare a /
complete and clear scientific report.

LO9. work safely, competently and effectively as a team. /

LO10. use and manage ideas, information and time in /

fostering the value of a healthy lifestyle toward the holistic
and sustainable development of society and the
environment.
Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative
Course to an Outcome

LEARNING EPISODES:

WEEK LEARNING
LEARNING OUTCOME TOPIC
NO. ACTIVITIES

ORIENTATION
- Vision, Mission, Goals,
and Objectives of the
College

-Course Syllabus
● Discuss the interactions
between S&T and society UNIT 1: GENERAL
throughout history CONCEPTS AND Lecture and
● Discuss how scientific and HISTORICAL EVENTS IN discussion
technological SCIENCE, TECHNOLOGY
developments affect AND SOCIETY
society and the Activity 1
environment Chapter 1: Historical
● Identify the paradigm shifts Antecedents in the course 1
in history of Science and (3hrs) Quiz 1
Technology

-The Kite Experiment

-The Computer

Chapter 2: Cradles of
Early Science
● Discuss how scientific and
-Ancient Times Lecture and
technological
Babylonian Civilization Discussion
developments affect
-Egyptian Civilization 2
society and the
-Greek Civilization Activity 2 and 3
environment
-Roman Civilization (3hrs)
● Identify the paradigm shifts
-Chinese Civilization Quiz 2
in history
-Medieval/Middle Ages
-Modern Times
Chapter 3: Intellectual 3
● Discuss the interactions Revolutions That Defined (3hrs)
between S&T and society Society
throughout history - Scientific Revolution
● Analyze how scientific - Some Intellectuals and
 their Revolutionary
Ideas
revolution is done in - Nicolaus Copernicus
various parts of the world. - Charles Darwin
- Sigmund Freud

Chapter 4: Science, Lecture and

Technology, and Nation Discussion
Building
● Discuss the role of science - Brief Historical
and technology in Background of Science Small Group
Philippine nation-building. and Technology in the Activity (#4 and
4
● Identify actual science and Philippines 5)
technology policies of the - Government Policies on
(3hrs)
government and appraise Science and
their impact on the Technology Quiz 3
development of the Filipino - Famous Filipinos in the
nation. Field of Science

UNIT 2: SCIENCE,
TECHNOLOGY AND THE
HUMAN CONDITION
Reflection,
Discussion
Chapter 5: Human
● Analyze the human
Flourishing
condition in order to deeply
-Science, Technology and 5-6
reflect and express
Human Flourishing
philosophical ramifications
- Science as Methods and (6hrs)
that are meaningful to the Activity 6
Results
student as a part of society
- Science as a Social
Endeavor
Quiz 4
- Science and Results
- Science as Education
- How much is too much?
Chapter 6: The Good Life
- Aristotle’s Nichomachean
Ethics and the Good Life
- Types of good
- Eudaimonia: The Ultimate
● Examine shared concerns
Good and Uniquely Lecture and
that make up the good life
Human Discussion
in order to come up with 7
- Arete and Eudaimonia
innovative, creative
(Happiness) Activity 7
solutions to contemporary (3hrs)
- How we all aspire for a
issues guided by ethical
good life Quiz 5
standards
- Happiness is the goal of a
good life
- Recent School of Thought
regarding Happiness as
the Goal of a Good Life
8
MID-TERM
EXAMINATION
(3hrs)
UNIT 3: SPECIFIC ISSUES 9-10 Presentation
● Link learned concepts to IN SCIENCE, and Discussion
the development of the TECHNOLOGY AND (6hrs)
information age and its SOCIETY
impact on society Activity 8
● Illustrate how the social Chapter 7: The
media and the information Information Age
 - History
-Applications of Computers
in Science and Research
age have impacted our
-The Pre-Guttenberg World Quiz 6
lives
-The Guttenberg World
-The Post Guttenberg World
-The Information Age
Chapter 8: Biodiversity
Presentation
and Healthy Society
and Discussion
-Biodiversity and
● Determine the 11
Ecosystem
interrelatedness of society, Activity 9
-Biology and Biodiversity
environment, and health (3hrs)
-Health and Security, Good
Quiz 7
Environmental Practice and
the Use of Technology
Presentation
and Discussion
Chapter 9: Genetically
● Identify issues on Modified Organisms
genetically modified (GMO): Science, Health
12-13 Activity 10
organisms and Politics
● Discuss different -Genetically Modified
(6hrs)
implications and impact of Organisms
Quiz 8
GMOs -Potential Risks of GMOs
-Biosafety on GMOs

Chapter 10: The Nano Presentation

world and Discussion
- The Nano-World
● Discuss the major impacts - How Small is a Quiz 10
(both potential and Nanoscale?
realized} of - Nanofabrication
nanotechnology on society - Nanotechnology 14
● Analyze the issue through Impacts on Human
the conceptual STS lenses Lives (3hrs)
● Critique the issue on its - Nano Technology in the
costs and benefits to Philippines
society - Major Impacts of
Nanotechnology
- Nanomaterials and
COVID-19
Chapter 11: Weapons of 15
● Determine the five classes Mass Destruction
of Weapons of Mass - Biological Agents, signs, (3hrs)
Destruction (WMD). and Symptoms
- Chemical Agents and its
● Discuss the proper
fatal impact.
notification to the - Explosive devices and
acceptable personnel its properties.
and agencies within the - Incendiary Devices,
event of a suspected Characterization, and
weapons of mass Examples
destruction terrorist - Nuclear events and
incident. devices and results from
being exposed to
radiation.
- Acceptable Response to
a terrorist incident.
Hospital response:
emergency,
 decontamination,
treatment, notification.
Chapter 12: The Gene
therapy
-The Gene Therapy
-Why It’s Done?
● Describe gene therapy and
-How Does It Work?
its various forms
-Why Use Viral Vectors? 16
● Assess the issue’s
-Types of Gene Therapy
potential benefits and
-Techniques in Cancer (3hrs)
detriments to global health
Treatment
-Potential Benefits and
Detriments of Gene Presentation
Therapy to Global Health and Discussion

● Identify the causes of

climate change Quiz 10
● Assess the various
Chapter 13: Climate
impacts of climate change
Change: a healthy or not
including economic,
so normal thing?
geopolitical, biological, 17
-Natural Causes of Climate
meteorological, etc.
Change
● Apply STS concepts to the (3hrs)
-Human Activities
issue of climate change -Effects of Climate Change
● Research, present, and on Society.
make a stand on S&T
issues that currently affect
Philippine society
FINAL TERM 18
EXAMINATION (3hrs)

RUBRIC FOR ASSESSMENT:

a. For Reflection Paper

Criteria Superior (54- Sufficient (48- Minimal (1- Unacceptable
53 points)
 60 points) 47 points) (0 points)

Depth of Response Response Response Response

demonstrates an demonstrates a demonstrates a
Reflection general reflection on, minimal reflection demonstrates a
in-depth reflection and on, and
on, and personalization of, personalization of, lack of reflection
personalization of, the theories, the theories, on, or
(25% of TTL the theories, concepts, and/or concepts, and/or personalization of,
concepts, and/or strategies presented strategies the theories,
Points) strategies concepts, and/or
in the course presented in the
presented in the materials to date. course materials to strategies
course materials Viewpoints and date. presented in the
to date. interpretations are course materials to
___/15
Viewpoints and supported. Viewpoints and date.
interpretations are Appropriate interpretations are Viewpoints and
insightful and well examples are unsupported or interpretations are
supported. Clear, provided, as supported with missing,
detailed examples applicable. flawed arguments. inappropriate,
are provided, as Examples, when and/or
applicable. applicable, are not unsupported.
provided or are Examples, when
irrelevant to the applicable, are not
assignment. provided.

Required Response Response includes all Response is missing Response excludes

components and some components essential
Components includes all meets all and/or does not components
requirements fully meet the and/or does not
components and indicated in the requirements address the
meets or exceeds instructions. Each
(25% of TTL indicated in the requirements
all requirements question or part of
instructions. Some indicated in the
indicated in the the assignment is
Points) questions or parts instructions. Many
instructions. Each addressed. All
attachments and/or of the assignment parts of the
question or part of
are not addressed. assignment are
the assignment is
additional Some attachments addressed
___/15 addressed
documents are and additional minimally,
thoroughly. All
included, as documents, if inadequately,
attachments
required. required, are and/or not at all.
and/or additional
missing or
documents are
unsuitable for the
included, as
purpose of the
required.
assignment.

Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear

concise, and well clear, concise, and and/or and disorganized.
organized with well organized with disorganized. Thoughts ramble
excellent good Thoughts are not and make little
(25% of TTL expressed in a sense. There are
sentence/paragrap
sentence/paragraph logical manner. numerous
Points) h construction.
construction. There are more spelling, grammar,
Thoughts are
Thoughts are than five spelling, or syntax errors
expressed in a
expressed in a grammar, or syntax throughout the
coherent and errors per page of response.
___/15 coherent and logical
logical manner. writing.
manner. There are
There are no more
no more than five
than three spelling,
spelling, grammar,
grammar, or syntax
or syntax errors per
errors per page of
page of writing.
writing.
Evidence and Response shows Response shows Response shows Response shows
strong evidence of evidence of synthesis no evidence of
Practice synthesis of ideas of ideas presented little evidence of synthesis of ideas
presented and and insights gained synthesis of ideas presented and
insights gained throughout the presented and insights gained
throughout the entire course. The insights gained throughout the
(25% of TTL
entire course. The implications of these throughout the entire course. No
Points) implications of insights for the entire course. Few implications for
these insights for respondent's overall implications of the respondent's
the respondent's teaching practice are these insights for overall teaching
overall teaching presented, as the respondent's practice are
___/15 overall teaching
practice are applicable. presented, as
thoroughly practice are applicable.
detailed, as presented, as
applicable. applicable.

b. Infographics
Category 4 3 2 1 Your
score

Use of Used time Used time well. Used some time Did not use class
well. Focused Mostly focused well. Some focus time to focus on
Class on getting the on getting the on getting the project OR
project done project done project done but often distracted
Time
without without occasionally others.
distracting distracting distracted
others. others others.

Main Idea The topic and Topic and main Topic is given but Topic and/or
messages of ideas are clear. main ideas are main ideas are
(weight the unclear or absent or very
x2) infographic lacking. unclear.
are clear and
easily
understood

Details Details Detail is added More is needed Very little detail is

(including to support each provided for the
labels) main idea with for main ideas and
support the minimal clutter. understanding. understanding is
Some are
main idea limited.
without distracting.
distracting
with clutter.

Content - At least 4 3 accurate facts 2 accurate facts Fewer than 2

Accuracy accurate are displayed. are displayed. accurate facts are
facts/concept displayed.
(weight
s are
x2)
displayed in
the
infographic

Graphics - The graphics Most graphics All graphics Graphics do not

Relevance used represent the relate to the relate to the
represent information topic but do not topic.
information appropriately. represent
 appropriately. appropriately.

Graphics - Color, shape, Color, shape, Color, shape, size, Color, shape, size,
Visual size, and size, and and arrangement and arrangement
arrangement arrangement are present but do are distracting or
of graphics are eye misleading.

contribute catching and not add to the

meaning to the information.
overall contribute some
message. mearning.

Design/lay The Is attractive in Is acceptably Is distractingly

out design/layout terms of attractive though messy,
it may be a bit
is neat, clear, design, layout unattractive, or
messy.
and visually and neatness. very poorly
appealing. designed.

Mechanics Capitalization There is 1 error There are 2 errors More than 2 errors
and in capitalization in capitalization or in capitalization or
punctuation or punctuation. punctuation. punctuation.
are correct
throughout.

Grammar There are no There is 1 There are 2 There are more

grammatical grammatical grammatical than 2 grammatical
mistakes. mistake. mistakes. mistakes.

Image and Credit/citations

info provided for all
images and
Credits
research
(0 or 1 pt) information.

Total
/45

c. Magazine Making
4 3 2 1

Appearance Our magazine is neat, Our magazine is Our magazine is Our magazine
attractive and neat and is confusing
organized so people organized. Our a little bit and our
can easily find what pictures are clear. pictures are
confusing, and
they are looking for. not clear and
some of our
Our pictures have a do not seem to
pictures are not
clear focus. have a
clear.
purpose.

Features We have an We have a name We have some We may have

interesting name for for our magazine
our magazine that and titles for our titles, bylines, a title for our
goes along with what articles. We have
and features. We magazine, but
is inside it. We also bylines that show
have a table of many of our
have bylines that tell who wrote them
contents, but it articles are
who wrote the and an accurate
missing titles
articles and an table of contents.
 accurate table of may have some and bylines.
contents page. mistakes or be Our table of
confusing. contents is
missing or
inaccurate.

Extras We have some We have some We have a few We do not have

extra features, but any extra
extra features in our extra features in most of them features in our
magazine, such as our magazine, and don’t really go magazine.
most of them go along with the
letters to the editor, along with the name of the
advertisements,
name of the magazine.
advice columns, and magazine.
extra articles, that go
along with the name
of the magazine.

Conventions There are no errors There are no errors There are some There are many
in spelling, errors in
in spelling, punctuation, errors in spelling, spelling,
punctuation, punctuation,

capitalization, or capitalization, or capitalization, or punctuation,

sentences. sentences that sentences that capitalization,
detract from detract from or sentences
meaning. meaning. that detract
from meaning.

GRADING SYSTEM:
Term Examinations 30%
Quizzes/Tests 20%
Project / Research Work 30%
Participation/Recitation 15%
Promptness 5%

TOTAL 100%

Final Grade = Midterm Grade + Tentative Final Grade Period

2

Range Grade

97-100 1.00

94 – 96 1.25

91 – 93 1.50

88 – 90 1.75

85 – 87 2.00

82 – 84 2.25
 79 – 81 2.50

76 – 78 2.75

75 3.00

74 and below 5.00

COURSE REQUIREMENTS AND OTHER ASSESSMENTS:

1. Term Examinations. There will be two term examinations for the course –
Midterm and Final Examinations. These examinations will be posted in the
Google Classroom platform on the day of the exam. Students are expected to
answer the exam independently and honestly. There will be a time limit in
answering the exam and answers must be submitted within the given time
frame. Late submission will incur 5 points deductions for every minute of delay
in submission, hence allot ample time in wrapping up your answers and for
the submission process.

2. Pre-tests and Quizzes. Pre-tests and quizzes shall be posted and answered
in the Google Classroom platform assigned for this course; before the start
and after the end of the unit lesson, respectively. Students are expected to
answer the exam independently and honestly within the time frame given.
Failure to do so requires an excuse letter from the guardian and a medical
certificate duly signed to warrant consideration for a special quiz to be taken
not later than one (1) school week after the posted schedule. Late submission
will incur 5 points deductions for every day of delay in submission.

3. Participation/Recitation. This includes individual/collaborative activities

during synchronous learning or scheduled activities for asynchronous online
learning posted in the google classroom for the course or completion of
assigned activities in the module for the students in remote printed learning.

4. Collaborative Work and Projects. (as may be agreed upon)

CLASSROOM POLICIES:

1. Examination/Test. The examinations must be taken as scheduled and as

announced in class. No special quizzes and tests will be given.
 Only official documentation confirming legal or medical emergencies will
be considered.
2. Meeting Deadlines. Late reports/research work/projects will not be accepted.
3. Class conduct.
  Maintain proper behavior all the time. Excessive talking during lecture
is both discourteous and annoying to anyone.
 Use of electronic gadgets like cell phones and the likes are prohibited
inside the classroom. There will be no text messaging, sending or
receiving calls except for emergency reasons which the teacher should
be informed immediately. The use of laptop computers are only
permitted for viewing and taking notes on lecture presentations
 Give due respect to all administrative, faculty and personnel whether
inside or outside the classroom.
 Always maintain cleanliness and orderliness inside the classroom.

 Academic Integrity.
 Academic dishonesty, including all forms of cheating and/or plagiarism-
to take and pass off one's own work the work or ideas of another, will
not be tolerated in this class. Penalties for an act of academic
dishonesty may range from receiving a failing grade for a particular
assignment to receiving a failing grade for the entire course.

References:

Bautista, A. (2018). Science technology and society. MaxCor Publishing House.

Beauchamp, T.L. (et al.) (2008). Contemporary Issues in Bioethics. USA: Thomas Higher
Education.

Byrne, P. Genetically Modified (GM) Crops: Techniques and Applications Crop Series
Production Fact Sheet No. 0.710

Capell, Christou P, T, et. al. (2006, June). "Recent developments and future prospects in
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Han Lei, (2004) Genetically Modified Microorganisms The GMO Handbook, ISBN: 978-1-

61737-482-1

Heidegger, M. (2013). The Question Concerning Technology and Other Essays.

HarperCollins.

Hempel, C. (1966). Philosophy of Natural Science (1st ed.). Prentice-Hall.

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Kuhn, T. S. (1996). The Structure of Scientific Revolutions (3rd ed.). Chicago: University of
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Larabee, L. W. (1961). The Papers of Benjamin Franklin Volume 4; July 1750- June 1753
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N. Taniguchi, "On the Basic Concept of 'Nano-Technology,'" Proc. Intl. Conf. Prod. Eng.
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Phillips, Theresa, (2008). Genetically Modified Organisms (GMOs): Transgenic Crops and
Recombinant DNA Technology. Nature Education,1(1):213

Popper, K. (2002). Conjectures and Refutations: The Growth of Scientific Knowledge

(Routledge Classics) (2nd ed.). Routledge.

Rader, A. (1997–2001). The Scientific Method for Kids. Andrew Rader Studios.

Serafica, Pawilen, Casilib, &Alata. (2018). Science, Technology, and Society. Rex Book
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Zhu J-Q, Liu S. , et al. (2012) Improvement of Pest Resistance in Transgenic Tobacco Plants
Expressing dsRNA of an Insect-Associated Gene EcR. PLoS ONE 7(6): e38572.
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&Nbsp;, C. K. (2016, March 31). Scientists discuss complexities of studying tiny particles
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Redd, N. T. (2018, March 20). Nicolaus Copernicus Biography: Facts & Discoveries. Space.
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Saracco, R. (2016, November 27). EIT Digital. Ewaste and Nanomaterials.

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Schleicher, Annie (2002, December 18). Food Crisis in Zambia NewsHour Extra 
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Sofar, H. (2015, April 01). The Importance and Uses of Nanotechnology in Medicine. Online
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Required Readings and Other Materials

● Anderson, Philip W. “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, Janaki and B V Sreekantan, eds. Nature’s Longest Threads:
New Frontiers in the Mathematics and Physics of Information in Biology,
World Scientific, 2014.
● Caoli, Olivia. “A History of Science and Technology of the Philippines,” in
Analysis of Conditions for National Scientific and Technological Self-Reliance:
The Philippine Situation, Quezon City: University of the Philippines, 1986.
● Dayrit, Fabian. “Sustainable Development: An Evolving Paradigm for the 21st
Century,” in Stellar Origins, Human Ways: Readings in Science, Technology,
and Society, ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila
University Press, 2011.
● Ecker, David J. Germ Catcher, Scientific American, 2014.
● Floridi, Luciano. The Fourth Revolution: How the Infosphere is Reshaping
Human Reality, Oxford University Press, 2014.
● Feynman, Richard. “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,1999.
● Gripaldo, Rolando. “The Concepts of the Public Good: A View from the
Filipino Philosopher” in The Making of a Filipino Philosopher and Other
Essays, pp. 82-100, National Bookstore, 2009.
● Heidegger, Martin. The Question Concerning Technology and Other Essays,
HarperCollins, 1982.
● Hickel, Jason. “Forget ‘developing’ poor countries, it’s time to ‘de-develop’ rich
countries,” The Guardian, Online: http://www.theguardian.com/global-
development-professionals-network/2015/sep/23/developing-poor-countries-
de-develop-richcountries-sdgs.
● Lehrer, Jonah. How We Decide, Mariner Books, 2010.
● Maboloc, Christopher Ryan. “Eudaimonia and Human Flourishing” in Ethics
and Human Dignity, 15-23, Rex Bookstore, 2010.
● McNamara, Daniel J. in “A Return to the Beginning,” in Stellar Origins, Human
Ways: Readings in Science, Technology, and Society, ed. Ma.
AssuntaCuyegkeng, Quezon City: Ateneo de Manila University Press, 2011.
● Rodriguez, Socorro M. “Philippine Science and Technology: Economic,
Political and Social Events Shaping Their Development,” 1996
● Von Baeyer, Hans Christian, Information: The New Language of Science,
Harvard University Press, 2005.
PREPARED BY:

        
ROSARIO M. POÑADO, MAEd
Assistant Professor

RECOMMENDING APPROVAL:  

              
FREYA GAY A. JINGCO
Department Chair, College of Science

APPROVED BY:

 
THELMA V. PAGTALUNAN, Ph. D

Declaration

I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my
teacher with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time

______________________________________ ____________________ _______________

Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date

Student’s Copy

-------------------------------------------------------Cut here----------------------------------------------------------

Declaration

I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my
teacher with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time

______________________________________ ____________________ _______________

Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date
Instructor's Copy
Dean, College of Science