Students enrolled in Science 11: Living Systems direction at the University of the Philippines are

generally undergraduates in which Science 11 is a General Education course. Students taking this course
are expected to have a foundational knowledge of biology and ecology concepts that they have learnt
from their high school education with knowledge about the scientific process. Basic knowledge in maths
and chemistry is also important. This course emphasizes the importance of critical thinking and problem-
solving abilities, as students are required to analyze and interpret data, identify problems, and suggest
solutions. Research abilities are also important, as college students must be competent in engaging in
doing research, gather data and use specific tools and strategies. In this course, students are expected to
work together and are required to have good communication skills to have good collaboration with peers,
as many projects and experiments are required to be done in groups.

We expect students to have an attitude of keen interest and ask a lot of questions. They should have a
strong urge to explore and grasp how nature and living things work. Being open to new ideas is also key,
as they have to listen to different viewpoints and methods in science. Moreover, students must be ethical
to understand how scientific studies can affect people.

The general education course (SCIENCE 11) aims at giving these students a good grounding in biology
and ecology because it prepares them from various career opportunities as well as more study into related
areas (National Research Council, 2012; University of Philippines: Office of Admissions [UP-OA], n.d.).
Thus, 21 century skills such as information literacy, media literacy, technology literacy, life and career
st

skills, and global awareness must be present or if not willing to be learnt by the students. These 21 st

century skills are helpful for students to achieve the 3 learning outcome.
rd

Non science majors, ALS, International and exchange students may take this course. Though they don’t
have extensive background in science they may possess strong analytical and critical thinking skills.
These students typically exhibit a strong curiosity and interest in learning about living systems, even if it
is outside their primary field of study and have practical skills and have hands-on experience in doing
research.

Science 11 is a course designed to be inclusive and engaging for a wide range of learners, with a deep
appreciation and understanding of biology and ecology principles.

ESSENTIAL NEED TO CONSIDER

Living systems From Antiquty to renaissance Topic: Living Systems in Oral Traditions

It is important because it marks the transition This is not essential but may be made
from myths (non recorded stories) to written supplementary
record which is helpful for students to understand
the origins of modern biology. - It doesn’t contribute to the core of
- By understanding the origins students can scientific concepts and methodologies.
trace lineage of modern biological - Oral traditions involve myths which are
concepts and techniques just stories that are not yet proven by
science. Not aligned with the empirical
 Living systems in the 19th and 20th Century and systematic approaches emphasized in
Reductionist Science and Growth of Biology: scientific education. This course aims to
- This topic is important because this is the help students understand biological
time “Scientific Method” is widely processes based on evidence and
accepted. experimentation.
- It is crucial as students understand this - It is challenging to present in an
method students can grasp how modern interactive and scientific manner online.
research is conducted.
Limits of Mechanistic and Reductionist
Paradigms:
- It discusses the limitations of reductionist
and mechanistic paradigms that help
students think critically about the
scientific methods and their application.
- It gives connection/integration with other
discipline such as ecology, chemistry and
geology.

Generally
- It helps students understand how
scientific knowledge has evolved and how
current practices are rooted in historical
advancements
- They encourage students to question and
evaluate scientific methods and to
consider the broader implications of
scientific research.
- Understanding the historical context and
methodological foundations of biology is
essential for students to engage with
contemporary scientific issues and
advancements. It prepares them for
further studies and careers in biological
sciences and related fields.

the topics and subtopics are well suited for a 3 hour study period, as it offers valuable insights that can
help students' understanding of living systems from various perspectives.
The subtopics “Living Systems from Antiquity to Renaissance” and “Living Systems in the 19th and 20th
Century” are essential for the Science 11: Living Systems course because they provide a historical
foundation and context for modern biological thought. The transition from mythological and
philosophical explanations to systematic and empirical approaches during the Antiquity to Renaissance
period is crucial for students to appreciate the origins of modern scientific methods. Key figures like
Aristotle, Galen, Leonardo da Vinci, and Andreas Vesalius made significant contributions that laid the
groundwork for later scientific discoveries. Understanding this era helps students trace the lineage of
modern biological concepts and techniques. The 19th and 20th centuries saw significant advancements in
biology, including the development of cell theory, genetics, and evolutionary theory, which are
foundational for modern biology. The rise of reductionist science during this period introduced
methodologies that have shaped contemporary biological research. Discussing the limitations of
reductionist and mechanistic paradigms encourages critical thinking and highlights the need for holistic
approaches in studying living systems. These subtopics foster critical skills development, such as
analytical thinking and an appreciation for the complexity of living systems, and prepare students to
engage with contemporary scientific issues and advancements. Understanding the historical context and
methodological foundations of biology is essential for students to navigate and contribute to the field of
biology effectively.

Edited
The topics are subtopics are well suited for a 3 hour study period, offering valuable insights that enhances
student’s understanding of the topic from various perspectives.
Essential topics/subtopics
1. Living Systems from Antiquity to Renaissance
2. Living Systems in the 19th and 20th Century
These topics are essential for this course as they give historical foundations and context of the modern
biology. The transition from (myths to) philosophy to systematic approaches is important for students to
appreciate the origins of modern scientific methods. These topics can foster critical skills development
and prepare student to engage with the modern scientific issues and advancements.
On the other hand, Living Systems in Oral Traditions may not be important as it does not contribute to the
core of scientific concepts and methodologies. As we all know myths are just stories that are not yet
proven by science, and there are no records found to claim if this is true. Furthermore, it is not aligned
with the systematic approaches that are highlighted with science education. Additionally, this course aims
to help students understand biological process based on evidence and experimentation.

The target learners for the SCIENCE 11 class at the University of the Philippines are mostly first year
students at the university and its constituent universities aged 18-22. Majority of them are predominantly
Filipino from different socio-economic, cultural, and coming from different regions as this takes root in
the university’s origins as a university conceived for the Filipino and funded by the nation (University of
the Philippines, 2017).
Students have basic understanding of high school-level science subjects. Their learning experiences may
vary, some of them may have strong science background as they come from specialized science high
schools, while others may have more general education knowledge.
Students may have a growing familiarity with online and hybrid learning environments due to the recent
educational shifts. With the student’s desire to excel academically and pursue careers in STEM fields.
Many of these students are motivated by the potential for contributing to national development and
addressing local and global challenges which is the aim for the GE courses (University of the Philippines,
n.d.). Generally, students have a positive attitude towards science, though some may experience anxiety
due to academic demands of university-level science courses.
Students also must possess or prepared to develop their 21st century skills.
Critical thinking and problem solving – to analyze complex problems and make decisions
 Communication - to articulate ideas clearly
Collaboration – to work effectively in a team
Creativity and Innovation – to think outside the box to develop innovative solutions
Information Literacy – to locate, evaluate and use information effectively
Self-direction – to cultivate a mindset of continuous learning
Beyond UP students this course is also suitable for other universities students and high school graduates
who are pursuing degrees in STEM or related fields. Seemingly, those professionals, Lifelong learners,
newbie researchers or those who are part of the academe, who have keen interest in science who want to
expand their knowledge or expand their perspective on science education can take this course as well.

University of the Philippines. (2017, April 2). STUDENTS. Retrieved from University of the Philippines
website: https://up.edu.ph/students/

University of the Philippines. (n.d.). General Education Program. Retrieved August 8, 2024, from UP
Office of the Vice Chancellor for Academic Affairs website: https://ovcaa.uplb.edu.ph/units/ge-program/

The target learners for the SCIENCE 11: Living things: Concept and Systems class at the University of
the Philippines are mostly first year students at the university and its constituent universities aged 18-22.
Majority of them are predominantly Filipino from different socio-economic, cultural, and coming from
different regions. The diversity reflects the university’s mission as an institution conceived for the
Filipino and funded by the nation (University of the Philippines, 2017).

Students have basic understanding of high school-level science subjects. Their learning experiences may
vary, some of them may have strong science background as they come from specialized science high
schools, while others may have more general education knowledge.

Students may have a growing familiarity with online and hybrid learning environments due to the recent
educational shifts. With the student’s desire to excel academically and pursue careers in STEM fields.
Many of these students are motivated by the potential for contributing to national development and
addressing local and global challenges which is the aim for the GE courses (University of the Philippines,
n.d.). Generally, students have a positive attitude towards science, though some may experience anxiety
due to academic demands of university-level science courses.

Students also must possess or prepared to develop their 21 century skills.

st

 Critical thinking and problem solving – to analyze complex problems and make decisions
 Communication - to articulate ideas clearly
 Collaboration – to work effectively in a team
 Creativity and Innovation – to think outside the box to develop innovative solutions
 Information Literacy – to locate, evaluate and use information effectively
 Self-direction – to cultivate a mindset of continuous learning
Beyond UP students this course is also suitable for other universities students and high school graduates
who are pursuing degrees in science, technology, engineering, and mathematics (STEM) or related fields.
Seemingly, those professionals, Lifelong learners, newbie researchers or those who are part of the
academe, who have keen interest in science who want to expand their knowledge or expand their
perspective on science education can take this course as well.

Essential Topics
1.1 Living Systems in Oral traditions
- This topic helps students explain bio-cultural expressions of knowledge on living systems by
exploring traditional knowledge systems
1.2 Living Systems from Antiquity to the Renaissance
- This topic is essential for appreciating the changing paradigms about living systems from
antiquity to the Renaissance, providing historical context and evolution of biological thought.
1.3 Living Systems in the 19th and 20th century
- This topic covers important developments in biology during the 19th and 205th centuries, crucial
for understanding modern biological concepts and their historical roots.
1.3.1 Reductionist Science and the growth of Biology
- This subtopic is essential for evaluating the context of the History of Biology, focusing on the
impact of reductionist approaches on the growth of Biological sciences.
Supplemental Topic
1.3.2 Limits of Mechanistic and Reductionist Paradigms
- It indirectly supports the learning outcomes by fostering critical thinking and deeper appreciation
of scientific paradigms. It is not directly required to explain bio-cultural expressions of
knowledge appreciate changing paradigms or evaluate high school biology context of history of
biology.

The topics for SCIENCE 11 course are well suited for Online Learning (synchronous and asynchronous
learning).
Essential Topics:
1.1 Living Systems in Oral Traditions
helps students explain bio-cultural expressions of knowledge on living systems by exploring traditional
knowledge which supports LO1.
1.2 Living Systems from Antiquity to the Renaissance
important for appreciating the changing paradigms about living systems, it provides historical context and
traces the evolution of biology (LO2).
1.3 Living Systems in the 19th and 20th century
talks about important developments in biology which is essential for understanding modern biological
concepts and their historical roots. It aligns with LO3.
1.3.1 Reductionist Science and the Growth of Biology
focuses on the impact of reductionist approaches, which is important to understand modern biology.
Supplementary topic
1.3.2 Limits of Mechanistic and Reductionist Paradigms
though it foster critical thinking and deeper appreciation of scientific paradigms but doesn't meet any of
the LOs.
This evaluation ensures that the course topics and subtopics focuses on targeting to meet the learning
outcomes while giving opportunities for deeper exploration and critical analysis.

https://our.upd.edu.ph/enrolstat.php
https://up.edu.ph/up-and-the-sdgs-up-at-a-glance/
1.1 Living Systems in Oral Traditions
1.1.1 Oral Traditions in Asia and the Pacific
1.1.2 Oral Traditions in Europe
1.1.3 Oral Traditions in the Americas
1.2 Living Systems from Antiquity to Renaissance
1.2.1 Worldviews from early civilizations
1.2.2 The invention of the written word
1.2.3 Impacts of literacy
1.3 Living Systems in the Contemporary World
1.3.1 The growth of Biology
1.3.2 Limits of mechanistic and reductionist paradigms
1.3.3 Science education in the Philippines