MODULE 1

Historical Antecedents that Change Science and Technology

PROGRAM: BS Computer Engineering Year Level: 2nd Year Section 2A and 2B

COURSE CODE: GENE07 DESCRIPTION: Science Technology and Society

LEARNING OUTCOMES
1. Able to interact between science and technology and
society throughout the history
2. Determine the scientific and technological developments
that affect society and environment
3. Able to identify the paradigm shifts in history

Prepared Reviewed and Checked

ALVIN V. FAJARITO ENGR. MARIA THERESA PRENDA

Instructor Program Head/ Dean
Recommending Approval Approved

DR. JOEVELL P. JOVELLANO, CSAS PROF. MICHAEL E. LIRIO, CPA, MMPA

Vice President for Academic Affairs President and College Administrator

TANAUAN CITY COLLEGE CPEN07 – MODULE No. 1 SCIENCE TECHNOLOGY AND SOCIETY| 1
 Tanauan City College
Learning Module Format

Program: BS Computer Engineering Topic: Historical Antecedents that Change Science

and Technology
Course: Science Technology and Society Instructor: Alvin V. Fajarito
Code GENE07 Module #: 1 Week #: 1 to 2 # of Page: 12

I. Preliminaries
Introduction to the
Module Objective

Section Topics Learning Outcomes Assessment/ Modality

Evaluation

1. Able to interact between science

Section 1: Introduction Presentation Presentation
and technology and society via Moodle
Section 2: History of Science and Activity #1
throughout the history
Technology in the Philippines
2. Determine the scientific and Individual
Section 3: Paradigm shifts in History technological developments that Reflection

. affect society and environment Homework

3. Able to identify the paradigm shifts
.
in history

II. Instructions
Keywords and concepts

Science - the intellectual and practical activity encompassing the systematic study of the structure
and behaviour of the physical and natural world through observation and experiment.

Content Lecture/ Discussion

Historical Antecedents that Change Science and Technology

Introduction

SCIENCE

TANAUAN CITY COLLEGE CPEN07 – MODULE No. 1 SCIENCE TECHNOLOGY AND SOCIETY| 2
 • Concerted human effort to understand, or to understand better, the history of the natural world
and how the natural world works, with observable physical evidence as the basis of that
understanding.
• Done through observation of natural phenomena, and/or through experimentation that tries
to simulate natural processes under controlled conditions

SCIENCE AND TECHNOLOGY

• Science: knowledge about or study of the natural world based on facts learned through
experiments and observation.
• Technology: science or knowledge put into practical use to solve problems or invent useful
tools.

HOW IS SCIENCE USED IN TECHNOLOGY?

• Science is the pursuit of knowledge about the natural world through systematic observation
and experiments. Through science, we develop new technologies.
• Technology is the application of scientifically gained knowledge for practical purpose.
• Scientists use technology in all their experiments.

The role of Science and Technology

TANAUAN CITY COLLEGE CPEN07 – MODULE No. 1 SCIENCE TECHNOLOGY AND SOCIETY| 3
https://www.tutorialspoint.com/fundamentals_of_science_and_technology/role_of_science_and_technology_in_india.htm

1. Alter the way people live, connect, communicate and transact, with profound effects on economic
development.
2. Key drivers to development, because technological and scientific revolutions underpin economic
advances, improvements in health systems, education and infrastructure.
3. The technological revolutions of the 21st century are emerging from entirely new sectors, based
on micro-processors, tele-communications, bio-technology and nano-technology. Products are
transforming business practices across the economy, as well as the lives of all who have access
to their effects. The most remarkable breakthroughs will come from the interaction of insights
and applications arising when these technologies converge.
4. Have the power to better the lives of poor people in developing countries
5. Differentiators between countries that are able to tackle poverty effectively by growing and
developing their economies, and those that are not.
6. Engine of growth
7. Interventions for cognitive enhancement, proton cancer therapy and genetic engineering

SOCIETY

http://elegantology.com.my/society-and-gambling/

TANAUAN CITY COLLEGE CPEN07 – MODULE No. 1 SCIENCE TECHNOLOGY AND SOCIETY| 4
• The sum total of our interactions as humans, including the interactions that we engage in to
figure things out and to make things

• A group of individuals involved in persistent social interaction, or a large social group sharing the
same geographical or social territory, typically subject to the same political authority and
dominant cultural expectations.

What does science technology and society mean?

https://www.techdevos.com/exploring-the-impact-of-technology-on-society/

• Science and technology studies, or science, technology and society studies (STS) is the
study of how society, politics, and culture affect scientific research and technological
innovation, and how these, in turn, affect society, politics and culture.

How does science and technology affect society?

TANAUAN CITY COLLEGE CPEN07 – MODULE No. 1 SCIENCE TECHNOLOGY AND SOCIETY| 5
– Science and technology have had a major impact on society, and their impact is growing.

– By making life easier, science has given man the chance to pursue societal concerns such as
ethics, aesthetics, education, and justice; to create cultures; and to improve human conditions.

– Science influences society through its knowledge and world view. Scientific knowledge and the
procedures used by scientists influence the way many individuals in society think about
themselves, others, and the environment. The effect of science on society is neither entirely
beneficial nor entirely detrimental.

How Science can effect on society?

• Science influences society through its knowledge and world view. Scientific knowledge and
the procedures used by scientists influence the way many individuals in society think about
themselves, others, and the environment.
• The effect of science on society is neither entirely beneficial nor entirely detrimental.

Activity #1

From the images below, identify each image symbolizes/represents Science, Technology, or
Society. In no more than three (3) sentences for your classification and justification.

1. https://www.sciencenews.org/article/scientists-sometimes-
conceal-lack-knowledge-vague-words

2. https://www.pinterest.ph/pin/497295983824653684/

3. https://qz.com/quartzy/1594846/the-hidden-efficiency-of-
old-school-tools/

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 4. https://www.ecowatch.com/new-environmental-
books-march-2019-2630751110.html

5. https://www.npr.org/2020/02/12/805237120/ghost-dna-
in-west-africans-complicates-story-of-human-origins

HISTORY OF SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

• Science and technology in the Philippines had experienced periods of intense growth as well as
long periods of stagnation.

• The main managing agency responsible for science and technology is the Department of
Science and Technology.

• Numerous national scientists have contributed in different fields of science including Fe del
Mundo in the field of Pediatrics, Eduardo Quisumbing in the field of Plant taxonomy, Gavino
Trono in the field of tropical marine Phycology, Maria Orosa in the field of Food technology and
many more

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PRE-SPANISH ERA

https://cs2group1lit1.wordpress.com/pre-spanish-period/

• Even before the colonization by the Spaniards in the Philippine islands, the natives of the
archipelago already had practices linked to science and technology.
• Filipinos were already aware of the medicinal and therapeutic properties of plants and the
methods of extracting medicine from herbs.
• They already had an alphabet, number system, a weighing and measuring system and a
calendar. Filipinos were already engaged in farming, shipbuilding, mining and weaving.
• The Banaue Rice Terraces are among the sophisticated products of engineering by pre- Spanish
era Filipinos.

SPANISH COLONIAL ERA

https://historyofyesterday.com/of-landlords-and-revolts-d48fb3d7d9ba

• The colonization of the Philippines contributed to growth of science and technology in the
archipelago.
• The Spanish introduced formal education and founded scientific institution.
• During the early years of Spanish rule in the Philippines. Parish schools were established
where religion, reading, writing, arithmetic and music was taught.
• Sanitation and more advanced methods of agriculture was taught to the natives.

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 • Later the Spanish established colleges and universities in the archipelago including the oldest
existing university in Asia, the University of Santo Tomas.

The Galleon Trade

https://www.seasidesignal.com/seaside-scene/spanish-galleon-trade-yields-clues-
to-shipwreck/article_f01e30c6-6a95-11e9-b452-d37439866af4.html

• The Galleon Trade have accounted in the Philippine colonial economy.

• Trade was given more focus by the Spaniard colonial authorities due to the prospects of big
profits.
• Agriculture and industrial development on the other hand were relatively neglected.
• The opening of the Suez Canal saw the influx of European visitors to the Spanish colony and
some
• Filipinos were able to study in Europe who were probably influenced by the rapid
development of scientific ideals brought by the Age of Enlightenment.

When the Spaniards came to the Philippines, our ancestors were already trading with China, Japan,
Siam, India, Cambodia, Borneo and the Moluccas. The Spanish government continued trade
relations with these countries, and the Manila became the center of commerce in the East. The
Spaniards closed the ports of Manila to all countries except Mexico. Thus, the Manila–
Acapulco Trade, better known as the "Galleon Trade" was born. The Galleon Trade was a
government monopoly. Only two galleons were used: One sailed from Acapulco to Manila with
some 500,000 pesos worth of goods, spending 120 days at sea; the other sailed from Manila
to Acapulco with some 250,000 pesos worth of goods spending 90 days at sea.

https://www.philippine-history.org/galleon-trade.htm

III. Viable and vibrant Activities

Description of the Learning Activities

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 IV. Opportunity to reflect and articulate students’ acquired knowledge.

Purpose of the activity

Evaluations Criteria

Summary and Reflection

The students are required to write in their learning journal of what they have learned and understand
for this lesson.

V. Textbooks and other References

1. https://www.slideshare.net/memijecruz/historical-antecedents-of-science-and-technology-152541982

2. http://elegantology.com.my/society-and-gambling/

3. https://www.tutorialspoint.com/fundamentals_of_science_and_technology/role_of_science_and_technol
ogy_in_india.htm

4. http://changingminds.org/explanations/research/articles/kuhn _paradigm.htm

5. https://www.uky.edu/~eushe2/Pajares/Kuhn.html

6. https://en.wikipedia.org/wiki/The_Structure_of_Scientific_Re volutions#/media/File:Structure-of-scientific-
rev

7. http://www.thwink.org/sustain/glossary/KuhnCycle.htm

The TCC Learning Module Component Details

Each course module shall independently design from students’ available resource to ensure that
students will learn from the designed teaching and learning materials. Further, it is intentionally
designed containing components with acronym PIVOT which is the same acronym of the City
Government and the College Core Values (Professionalism, Integrity, Value for Excellence, Open for
Innovation, Teamwork) to instill amongst TCCians the spirit of these core values exceptionally in the
midst of crisis.

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P
reliminaries. An introduction to the module objectives, contents, its rationale or purpose, list of
assignments, activities, lecture notes, test/quizzes, and due dates. This is a place to provide a
rationale and highlight the module’s relevance by describing how it fits into the course, and may
provide a brief overview of new material. It is also a place to remind students what they have already
learned and how this new information will build on their previous knowledge.

• Introduction: A general statement about the nature of the module and its relation to the course
as a whole. The introduction should not only introduce the topic of the module, but should also
forecast the content and organization of the module itself.
• Module Learning Objectives: These objectives should be the specific outcomes that relate to
each individual module, not the objectives that relate to the entire course. Students should be
explicitly and clearly told what they are expected to learn in each module. It is very important to
make sure that the module outcomes align properly with the assessments in the same module.
• Learning outcomes are direct statements that describe the knowledge, skills, and attitudes that
students are expected to reliably demonstrate in successfully completing a course. They
describe learning that is significant and durable– learning that really matters in the long term.
Learning Outcomes should be observable, assessable in some way, and both rigourous and
flexible (rigourous in that they specify the complexity of learning expected and flexible in that the
learning may be demonstrated in a variety of ways).

I
nstructions. This part of the module discourses the subject matter. It contains lectures and
instructions supported by any reading or visual material like instructor prepared text, PowerPoint
slides, Web sites, articles, graphic organizers, or other media and material. This would also be the
place to link discussion boards, audio files, video conferencing, and chat room discussions that are
serve as the means of interaction between students and faculty for this module period and help students
meet the objectives associated with this period of time in the course.

• Key Words and Concepts: A list of keywords with definitions, perhaps listed for emphasis so
that the student will be on the alert for an explanation or definition later in the module.
• Content Lectures/Discussions: This can be a very broad area to cover and may include
multiple topics separated into sections. Therefore, you may want to link your discussion to your
presentation related to the module.

V
iable and vibrant Activities. This is where faculty would list assignments/activities related to
this specific course module. This section contains activities that ways for students to engage
with each other in discussion and with the information and concepts. This section actively
engages students with the course material and explicitly practice or review, apply, analyze or synthesize
through discussion, exercises, laboratories, problem solving, case studies, role plays, test, quiz, essay,
journal or portfolio entry, peer evaluation, or self-evaluation and other methods.

• Collaborative and interactive activities that will facilitate communication between and among
students, including group projects, discussion questions, or other types of communication and
collaboration.
• Assignments. While the assignments were listed in the preliminaries, here is a chance to
describe the assignments in detail and to provide students with the needed information and
resources, including the due dates. If there are more than one type of assignment the module
may have a page for each.

pportunity to reflect and articulate students’ acquired knowledge. This section provides clear

O and explicit details on how students will evaluate/ assess their work/performance. This section
encourages students to fill up the college Standard Learning Journal (SLJ), it further, explained
how the faculty will give feedback to students regarding their learning and accomplishment of the
module objectives.

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 • Evaluations. All assessments should contain detailed explanations of their purpose, with full
descriptions of how students are to complete and submit them. Assessment and Evaluation tools
are specified under this section.
• Summary and Reflection. This section provides a way to engage the student in a dialogue
about what they have learned by completing the module. This dialogue might take place in an
online or classroom discussion, in a small-group activity, or through a writing assignment. It
might also contribute to a student’s grade for participation.
• Standard Learning Journal. A standardized form use to record the collection of notes,
observations, thoughts and other relevant materials built up over a period of time and maybe a
result of a period of study, learning and/or working experience. Its purpose is to enhance
student’s learning through the process of writing and thinking about your learning experiences.
Student learning journal is personal to them and will reflect their personality, preferences and
experiences. (With Attached copies of Learning Journal Guidelines and SLJ Form).

T
extbooks and other References. This part contains textbook and reference used in the module.
It also covers possibly additional resources supplemental or complementary materials relevant
to the module essential for students to extend their learning through enriching activities and
evaluation. Be certain to clearly and explicitly designate a note for optional materials or required
materials. Specify a time period within the duration of the module for student to browse the required
materials.

Notes:

1. This Learning Module will be submitted to the office of Academic Affair along with the course
syllabus before the actual opening of classes on August 17, 2020.
2. Faculty are required to divide their lessons into eight(8) major modules.
3. Each module requires Powerpoint Presentation and Learning Module in Soft and Hard copies.
4. Each faculty member will be required to create account per subject from the required LMS.
5. Only materials and activities specified in the module will be allowed to upload in the LMS
(Learning Management System).

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