Science, Technology and Society: An Inquiry-based Module

GE704

SCIENCE, TECHNOLOGY
AND SOCIETY: An Inquiry-
based Module
(GE 704)

HASSANAL P. ABUSAMA

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PREFACE
Science, Technology, and Society (STS) deals with interactions between science
and technology and social, cultural, political, and economic contexts (CMO No. 20, 2013).
This interdisciplinary course program 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 society's context with all
its socio-political, cultural, economic, and philosophical underpinnings at play. This course
seeks to instill reflective knowledge in the students that they can live a flourishing life and
display ethical decision-making in the face of scientific and technological advancement.

This learning module covers essential topics that include: General Concepts and
Historical Development, STS and The Human Condition, and Specific Issues and
Challenges following the curriculum guidelines set by the Commission on Higher
Education (CHED). In each lesson under these topics, the module suggests varied
activities to enhance students’ learning and monitor their progress during instruction. Most
importantly, the module is developed to help teachers carry out instruction that fosters
21st-century competencies, maps science process skills, and instill scientific attitudes
among students.

Each lesson is broken down into seven stages based on Eisenkraft’s 7E

Instructional Model. It employs varied teaching strategies to activate prior knowledge and
facilitate concept development among students. Several figures, diagrams, charts,
graphs, and equations are also integrated to represent ideas in multiple ways.

Research says that more complex ideas are easily understood and remembered
if presented using multiple representations. Moreover, the module features real scenarios
and issues and practical examples to emphasize how science and technology affect
society.

Moreover, several suggested items and performance tasks in the module are well-
aligned with the topics in CHED’s curriculum guide for both formative and summative
assessments. Different forms of competencies and literacy can be developed through the
use of this module, as evidenced by integrating digital resources, critical reading activities,
and cultural inputs.

Overall, the module presents pedagogical approaches built on an inquiry-based

science education framework that would make students and teachers future-ready and
life-ready.

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TABLE OF CONTENTS
Preface i
Table of Contents ii
Sign Posts for Learning Activities viii

MODULE 1: GENERAL CONCEPTS AND STS HISTORICAL DEVELOPMENT

A. OVERVIEW 1
B. GENERAL OBJECTIVES
C. LEARNING ACTIVITIES
Lesson 1. Historical Antecedents in which social considerations changed 1
the course of science and technology
Elicit: K-W-H-L 2
Engage: Activity 1.1 Standing on the Shoulders of Giants! 3
Great Inventions of all time!
Explore: Activity 1.2 Be an Inventor! 5
Explain: Historical Antecedents in which social considerations changed 6
the course of science and technology
Elaborate: Activity 1.3 Graphic Organizer Making 13
Evaluate: Multiple Choice Test 14
Extend: 1-2-3 15

Lesson 2. Intellectual Revolutions that define Society 16

Elicit: Anticipation Guide 17
Engage: Activity 2.1 Simulation through Videos: The Great Revolutions 18
Explore: Activity 2.2 SmartArt Picture Making: 19
Timeline of Great Civilizations!
Explain: Intellectual Revolutions that define Society 20
Elaborate: Activity 2.3 Flow Chart Making 29
Evaluate: Multiple Choice Test 30
Extend: Sharing and Discussion 31

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Lesson 3. Science and Technology and Nation Building 32

Elicit: 2 Webs Brainstorming 33
Engage: Activity 3.1 Timeline Making 34
Explore: Activity 3.2 It’s Time to Know them: The Philippine 35
S&T Innovations
Explain: Science and Technology and Nation Building 36
Elaborate: Activity 3.3 Policy Review 45
Evaluate: Multiple Choice Test 46
Extend: Research Report 47
D. SUMMARY 48
E. REFERENCES AND LINKS 50

MODULE 2: STS AND THE HUMAN CONDITION

A. OVERVIEW 51
C. GENERAL OBJECTIVES
B. LEARNING ACTIVITIES
Lesson 4. The Human Person Flourishing in terms of Science and Technology 51
Elicit: Essay Writing 52
Engage: Activity 4.1 Bring Forth or Challenge Forth 53
Explore: Activity 4.2 Reflection 55
Explain: The Essence of Technology 56
Elaborate: Activity 4.3 Collage Making 62
Evaluate: Multiple Choice Test 63
Extend: Reaction Paper 64

Lesson 5. Human Flourishing 65

Elicit: Picture Analysis 66
Engage: Activity 5.1 Reading Comprehension (Jason Hickel’s Article) 67
Explore: Activity 5.2 Post-it-Parade 68
Explain: Human Flourishing 69

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Elaborate: Activity 5.3 Reaction Paper 73

Evaluate: Multiple Choice Test 74
Extend: 3 Minutes Reflection 75
Lesson 6. The Good Life 76
Elicit: ABC 77
Engage: Activity 6.1 Video Clip Viewing 78
Explore: Activity 6.2 Respond, React, Reply! 79
Explain: The Good Life 80
Elaborate: Activity 6.3 Online/Mobile Interview (Group Presentation) 86
Evaluate: Multiple Choice Test 87
Extend: 3-2-1 88

Lesson 7. When Technology and Humanity Cross 89

Elicit: L-I-N-K 90
Engage: Activity 7.1 Article Review: Why the future doesn’t need us? 91
Explore: Activity 7.2 Film Viewing: Artificial Intelligence 92
Explain: When Technology and Humanity Cross 93
Elaborate: Activity 7.3 Document Review 100
Evaluate: Multiple Choice Test 101
Extend: A TO Z Summary 102
D. SUMMARY 103
E. REFERENCES AND LINKS 105

MODULE 3: SPECIFIC ISSUES IN STS

A. OVERVIEW 106
B. GENERAL OBJECTIVES
C. LEARNING ACTIVITIES
Lesson 8. The information Age (Gutenberg to Social media) 106
Elicit: Sorting Analysis 107
Engage: Activity 4.1 My Social Media Application 109
Explore: Activity 4.2 Social Media Synopsis (Fake News) 111

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Explain: The information Age 113

Elaborate: Activity 4.3 My App! Your App! (Creative Work) 123
Evaluate: Multiple Choice Test 124
Extend: Peer Review 125

Lesson 9. Biodiversity and the Healthy Society 126

Elicit: Picture Analysis 127
Engage: Activity 5.1 Documentary Video Viewing 128
(The Philippine Biodiversity)
Explore: Activity 5.2 Venn Diagram on Biodiversity 129
Explain: Biodiversity and the Healthy Society 130
Elaborate: Activity 5.3 Digital Story Development 139
Evaluate: Multiple Choice Test 140
Extend: Advocacy Writing 141

Lesson 10. Genetically Modified Organisms (Science, Health, and Politics) 142
Elicit: Brainstorming 143
Engage: Activity 10.1 Snippet Overload! 144
Explore: Activity 10.2 Leaflet Production 145
Explain: Genetically Modified Organisms 146
Elaborate: Activity 10.3 Debate 154
Evaluate: Multiple Choice Test 155
Extend: Report Writing 156

Lesson 11. The Nano World 157

Elicit: Diagnostic 158
Engage: Activity 7.1 Pro-Cons Grid 159
Explore: Activity 7.2 Metacognitive Report 160
Explain: Nanotechnology 161
Elaborate: Activity 7.3 Policy Proposal Making 168
Evaluate: Multiple Choice Test 169
Extend: Sharing and Discussion 170

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Lesson 12. Gene Therapy (Stem Cells) 171

Elicit: Word Analysis 172
Engage: Activity 12.1 TEDx Talk Reaction 173
Explore: Activity 12.2 Position Paper 174
Explain: Gene Therapy (Stem Cells) 175
Elaborate: Activity 2.3 Debate 178
Evaluate: Multiple Choice Test 179
Extend: Article Writing 180

Lesson 13. Climate Change and Energy Crisis (Environmental Awareness and 181
Alternative Energy Sources)
Elicit: Picture Analysis 182
Engage: Activity 13.1 Clip Video Viewing and Diagram Making 184
Explore: Activity 13.2 Concept Mapping 185
Explain: Climate Change and Energy Crisis 186
Elaborate: Activity 13.3 Collaborative Learning: 198
Journal and News Letter Writing
Evaluate: Multiple Choice Test 199
Extend: Reaction Paper 200

D. SUMMARY 201
E. REFERENCES AND LINKS 203
RUBRICS FOR ACTIVITIES 205

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ELICIT
This comes at the start of every module and engages you to bring
to mind what you already know about the topic and connect it with
your past learning.
ENGAGE
This presents activities for you to create and explore knowledge
about the lesson and Key Inquiry Questions.
EXPLORE
This section provides you with manipulative works for you make
observations, investigate, research an issue, a question, or a
phenomenon.
EXPLAIN
This provides you the concepts and contexts to comprehend. It
allows opportunities to verbalize and clarify the concept, introduces
concepts and terms, and summarizes the exploration phase
results.
ELABORATE
This section applies your new learning concept to a new or different
situation.
EVALUATE
This comes at the end of every module and lets you find out how
much you have mastered the lesson before moving on to the next
module.
EXTEND
This leads you to connect the concept to different contexts, for you
to transfer new learning.

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MODULE 1: GENERAL CONCEPTS AND STS HISTORIC-AL

DEVELOPMENT
OVERVIEW

This module focuses on the general concepts of science, technology, and

society (STS) and its historical development. It also presents the influence of
science and technology and their interactions with different aspects of social
context. It emphasizes the development of S&T in the Philippine Nation building.

GENERAL OBJECTIVES
This module aims to discuss the general concepts of science,
technology, and society, its historical development, and how this
development affects the growth of a country.

Lesson 1. Historical Antecedents in which social

considerations changed the course of science and technology

This lesson presents science and technology and their role in our lives.
It also introduces STS as a new field of study and discusses its role to S&T.
Additionally, this lesson introduces the antecedents of science and technology
by introducing its development across historical periods.

WHAT TO EXPECT
At the end of this lesson students are expected to learn the following
competency skills:
a. explain the interactions between S&T and society throughout
history;
b. illustrate how scientific and technological developments affect
society and the environment; and
c. Identify the paradigm shifts in history.

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ELICIT

Before you start this lesson, work on this activity to pump up your interest and prior
knowledge.
K-W-H-L

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instruction: Fill out the box below. Focus first on what you really know about Historical
Antecedents in Science and Technology without researching. After this lesson go back to this
section and fill out the last column asking for what you have learned.
K W H L
What do I know? What do I want to How can I learn What have I
learn? this? learned?

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ENGAGE

Let us begin the lesson by doing the following activities. These activities will lead you into
exploring and discovering the concepts of the topic.

Activity 1.1 Be an Inventor!

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instructions: In this task, you will think of a problem or an issue that you want to address through
inventing a possible useful technology. Sketch or draw the invention in the box below and answer
the questions that follow.

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Key Inquiry Questions:

1. What is the name of your invention? How do you describe its functions?
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2. How did you come up with this invention? Is it similar or different with other previous inventions?
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3. What will be the contribution of this invention to the community?
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EXPLORE

Let us discover more about the concept of the topic by doing the next activity.

Activity 1.2 Standing on the Shoulders of Giants! Great Inventions Of All Time!

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instructions:
1. Research about the development of science and technology across time.
2. Choose one particular invention in each of the following time period; (1) Ancient Period,
(2) Middle Ages, (3) Modern Ages, and (4) Philippine innovations.
3. Draw or paste the picture of the inventions you chose in the box.
4. Answer the key inquiry questions below.

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Paste your work here.

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Key Inquiry Questions:

1. What is the invention you chose? Which time period is your chosen invention? How does it
work?
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2. What tools related which existed before that invention? What were they called?
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3. From this activity, what is your definition of Science and Technology?
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KEY CONCEPTS:
1. A forerunner to the emergence or existence of anything is defined as an Antecedent.
As a result, scientific and technical precedents paved the way for today's advanced
and sophisticated scientific and technological breakthroughs.
2. Science is about learning new facts or discoveries. It is about solving problems with
the use of the scientific method.
3. Technology is about creating and inventing things. They are the things that fulfill our
needs and desires or perform certain functions. They are the application of
understanding of natural laws to the solution of practical problems

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EXPLAIN

Let us examine and reflect your remarks and observations about the activities that you
had by answering the following questions. You may also research for further understanding of the
topic.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

1. How do you think Science, Technology and Society emerged from these different
inventions/innovations and across time?
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2. How did Science, Technology and Society emerge as a field of study?
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3. How did science and technology develop across time (Ancient, Middle Ages and Modern
Ages)?
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______________________________________________________________________
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4. How did this innovation change or affect the course of history? How do you describe
paradigm shift?
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ELABORATE

Let us continue learning more and try to further understand them through doing this
activity.

Activity 1.3 Graphic Organizer Making

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instructions:
1. In a blank sheet of paper, make a graphic organizer of the significant events and
interactions between S&T and society throughout history. Research if necessary.
2. You will further understand the topic through answering the Key Inquiry Questions below.
3. Your work will be graded using a rubric (see attached rubric on page)

Key Inquiry Questions:

1. How did people in the Ancient Period demonstrate the sue of or practice of science and
technology?
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2. How about in the Middle ages?
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______________________________________________________________________
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3. How about the Modern Ages?
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4. Can you identify specific paradigm shifts in the history of science and technology? How did
these paradigm shifts affect the course of science and technology?
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5. How does Science and Technology influence society, and how does society influence science
and technology?
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KEY CONCEPTS:
1. Science, Technology and Society (STS) is a rapidly developing area that combines
older, previously independent disciplines, including science history, theory, and
sociology. The awareness that many institutions today do not educate students to
respond objectively, reflectively, and proactively to the problems posed by science and
technology in the modern world led to the creation of STS as an academic subject.
STS was believed to have been rooted in the period of wars in history.
2. In the form of simple mechanisms, ancient technology was believed to be the only
option our ancestors had in order to thrive, supporting their limited physical ability. This
technology was as old as humans.
3. The history of Science and Technology and its influence to society can be reflected on
the periodic time of the Ancient Age, Middle Age (Scientific revolution, Intellectual
revolution, and Industrial revolution), and the Modern Age.
4. Paradigm Shift is a major change on how people think and get things done that
upends and replaces a prior paradigm. A paradigm shift can result after the
accumulation of anomalies or evidence that challenges the status quo, or due to some
revolutionary innovation or discovery.

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Paste your work here!

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EVALUATE

Now, let us check your understanding of the topic by answering the following questions.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Multiple Choice: Read carefully and choose the letter of the best answer. Write it on the
space provided.
_____1. How did society affect Science and Technology?
A. Humans change through time
B. Through the survival needs of the people
C. Through alteration of the environment
D. Through human conflicts
_____2. How did antecedents influence to invent new and more advance technology?
A. Antecedents pushed humans to discover new things
B. Antecedents showed ways to invent new things
C. Antecedents are necessary human phenomenon
D. Antecedents can alter an invention
_____3. Which of the following were invented in the Modern Ages?
A. Gun powder C. Computer
B. Plough D. Swords
_____4. Filipino inventions were product of which circumstance?
A. Natural calamities C. Necessity
B. Human conflict D. Resources
_____5. How did Science and Technology shape society?
A. It provides the needs of the people
B. It unravels the mystery of science
C. It creates conflicts among people
D. It pushes people to be lazy

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EXTEND

Finally, let us deepen and extend our understanding of the topic by doing the last activity.

Article Reading
Read the “Paradigm Shift” by Martyn Shuttleworth, Lyndsay T Wilson. You can access
this article at [Link] and answer the following tasks:
1. Explain Paradigm Shift.
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2. Give two examples of Paradigm Shift
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3. Write three things you have learned from this article.
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Lesson 2. Intellectual Revolutions that define Society

This lesson examines the intellectual revolutions that altered people's

perceptions of science's impact on society as a whole. It will deal into the four major
influential courses; Copernican, Darwinian, Freudian, and Information. Students will be
able to simulate these intellectual revolutions and apply them to specific events in human
society. This section also depicts scientific developments in several early civilizations
and places worldwide through activities that will motivate them as active learners. Other
activities will make the learner discover the evolution of inventions and appreciate their
contributions to human lives.

OBJECTIVES
At the end of this lesson students are expected to learn the following competency
skills:
a. discuss how intellectual revolution shaped society across time;
b. analyze how scientific revolution is done in various parts of the world;
and
c. articulate ways by which society is transformed by science and
technology.

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ELICIT

Before you start this lesson, work with this activity to pump up your interest and prior
knowledge.

Anticipation Guide

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instruction: Answer the following statements by writing the word TRUE if you agree with the
statement or FALSE if you disagree. You are required to go back to this section after discussing
and have learned the concepts of this lesson.

________1. Intellectual revolutions are significant part of the history which changed and shifted
the perspective of humanity on natural laws.
________2. Sigmund Freud proposed the “Theory of Evolution”.
________3. Copernicus proposed the Geocentric model of the solar system.
________4. Intellectual revolutions were easily been accepted by the society and there were no
resistance from other sectors of the community.
________5. The development of science and technology happened in a single civilization in just
a single point in time.

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ENGAGE

Let us begin the lesson by doing the following activities. These activities will lead you into
engaging and discovering the concepts of the lesson.

Activity 2.1 The Great Revolutions: Writing a Short Biography of Great People!

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instructions:
1. For this activity, you will need to research on the great discovery of the people listed
below which resulted to intellectual revolutions and contributed in the development of
science and technology. On the left column is the name of the great person and on the
right is where you will write his short biography and the the description of his great work
or theory. For his work, describe what it was all about, and how it affected the course of
science and technology.
2. Answer the Key Inquiry Questions below.
3. Your work will be graded using a rubric (see attached rubric on page)
Short Biography:

Charles Darwin

The Theory of Evolution:

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Short Biography:

Nicolaus Copernicus
Heliocentric Theory:

Short Biography:

Sigmund Freud
Psychoanalytic Theory:

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Key Inquiry Questions:

1. How do you define Intellectual Revolution? How did intellectual revolution affect the
development of science and technology?
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2. How did intellectual revolutions influence society?
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3. Choose one intellectual revolution. Explain and discuss its contribution to science, technology,
and society.
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KEY CONCEPTS:
1. Intellectual Revolutions are paradigm shifts that greatly influence the course of
science and technology over time. These were enlightenment of how the universe
functions and operates. It opposed or uncovered the previous beliefs of our ancestors
about the existence of the universe. Consequently, since they challenge the norms of
society, this revolution underwent many oppositions and controversies.
2. The Four great revolutions are the following:
a. Copernican – Heliocentric Theory
b. Darwinian – Theory of Evolution
c. Freudian – Psychoanalytic Theory
d. Information – The Age of Information Technology

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EXPLORE

Let us discover more about the topic by doing the next activity.

Activity 2.2 Innovations of Great Civilizations! (Presentations through Pictures)

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instructions:
1. Choose one of the following Early Civilizations and research on the Development and
Contribution of their Science and Technology;
i. Meso-America iv. Middle East Countries
ii. China v. Africa
iii. India
2. Create a presentation of your chosen civilization using only collected pictures (at least 5-
10 pictures) of their innovations. Label the chosen civilization. Creatively arranged and paste
the pictures in the box.
3. Answer the key inquiry questions below.
4. Your work will be graded using a rubric (see attached rubric)

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Paste your work here!

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Key Inquiry Questions:

1. How do you describe your chosen civilization?

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2. How did your chosen civilization make contribution in S&T and to society? Give specific
examples of their innovations.
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3. What can you infer from what you made?
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KEY CONCEPTS:
1. Science also developed in different parts of the world and other civilizations; in
Asia, Europe, Mesoamerica and Africa. People in these continents invented tools
to help them in everyday life, discovered many things, and invented mathematics
as a tool and as a discipline.
2. Science provided different ancient civilizations the means to survive and
understand the natural and physical world. It also enabled human beings to
develop various technologies that helped them in their everyday tasks.

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EXPLAIN

Let us examine and hear your remarks and observations about the activities that you had
by answering the following questions. You may also research for further understanding of the
topic.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

1. Describe intellectual revolutions.

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2. How did intellectual revolutions influence the development of science and technology?
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3. Discuss the following revolutions;
a. Copernican Revolution
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b. Darwinian Revolution
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____________________________________________________________________________
c. Freudian Revolution
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d. Information Revolution
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4. How did ancient civilization developed their science and technology? Provide specific
examples.
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ELABORATE

Let us continue learning more and try to further understand them through doing this
activity.

Activity 2.3 Flow Chart Making (The Evolution of Inventions)

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instructions: For this activity, students will work individually.

1. Choose a particular scientific work or invention.
2. Create a Flow Chart (or opt for Smart Art Process) that shows how this invention is
transformed through time by science, technology and society.
3. Refer to this site on how to make a SmartArt Flow Chart
([Link]
ba3d-48c8-8e9f-a66bcee7e5aa)
4. Answer the key inquiry questions for your presentation
5. Your work will be graded using a rubric (see attached rubric on page)

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Paste your work here!

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Key Inquiry Questions:

1. What scientific work did you choose? Why did you choose it?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. How did society transform this work?
____________________________________________________________________________
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____________________________________________________________________________
3. What contributions does it give to our society?
____________________________________________________________________________
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4. Why do you think is the relationship which exists between science, technology and society?
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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EVALUATE

Now, let us check your understanding of the topic by answering the following questions.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Multiple Choice: Read carefully the statements and choose the letter of the best answer.
Write it on the space provided.
_____1. Why are Intellectual Revolutions greatly recognized?
A. Intellectual revolutions explain how universe works.
B. Intellectual revolutions bring disorientation.
C. Intellectual revolutions brought discoveries.
D. All of the above.
_____2. Who proposed the Theory of Evolution?
A. Sigmund Freud
B. Charles Darwin
C. Nicolas Copernicus
D. Galileo Galilee
_____3. How did Intellectual Revolutions begin in other civilizations?
A. It was brought by the richness of society.
B. It occurred due to society and people’s needs.
C. Intellectual Revolutions began because of technology.
D. Intellectual Revolutions resulted from of natural phenomena.
_____4. How did early civilization come up with great contributions to science and technology?
A. The ancient people were fond of making discoveries.
B. The ancient people use their consciousness.
C. The ancient people were determined to make their lives easy.
D. The ancient people had advanced science and technology.
_____5. Why do innovations evolve into a much better technology?
A. Innovations evolved because of the arising needs of the people and the society.
B. Innovations evolved because of the existing science and technology.
C. Innovations evolved because of the intellectual capacity of the people.
D. Innovations evolved because of the natural law of the universe.

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EXTEND

Finally, let us deepen and extend our understanding of the topic by doing the last activity.

Watch the Scientific Revolution at [Link]

Write notes about the things you have learned from the video. You may use the space below.

NOTES

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Lesson 3. Science and Technology and Nation

Building

This lesson will discuss the influence of science and technology in the
development and progress of Philippine society across time. It traces the historical
development and impact of science and technology on the various segments of
Philippine society. Additionally, this lesson will also discuss the development of science
education and the existing indigenous science and technology in the country.

OBJECTIVES
At the end of this lesson students are expected to learn the following competency
skills:
a. explain the role of Science and Technology in Philippine Nation
Building
b. evaluate Government Policies pertaining to Science and Technology in
terms of their contributions to nation building; and
c. identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation

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ELICIT

Before you start this lesson, work with this activity to pump up your interest and prior
knowledge.

2 Webs Brainstorming

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instruction: Think of words associated with the main topics’ science and technology to nation
building. Try to connect these two topics using words that relate to them until you create a web
structure. Write your explanation below.

Science
and
Technology

Nation
Building

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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____________________________________________________________________________

ENGAGE

Let us begin understanding the lesson by doing the next activity. This activity will lead you
into exploring and discovering the concept of the lesson.

Activity 3.1 It’s Time to Know Them: The Philippine S&T Innovations

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Instruction: Choose a Filipino scientist and inventor, identify the impact of his/her innovations
and discoveries. Paste his/her picture on the left box and his/her invention on the right box.

Paste the scientists’ picture here. Paste the invention here.

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Key Inquiry Questions:

1. Introduce your chosen inventor and its invention.

____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
2. What are the impacts/contributions of this invention in society?
____________________________________________________________________________
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____________________________________________________________________________
3. How did the government support such innovations?
____________________________________________________________________________
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____________________________________________________________________________
4. As a student, how will you contribute to the development of S&T in our country?
____________________________________________________________________________
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____________________________________________________________________________
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EXPLORE

Let us discover more about the concept of the topic by doing the next activity.

Activity 3.2 Timeline Making

Instruction:
1. Research and Read “A History of Science and Technology in the Philippines” by Olivia C. Caoli
([Link]
[Link])
2. Produce a Timeline showing the role of Science and Technology in Philippine Nation Building
throughout history based on the article. Select points in the history that you think has great impact
in building our nation.
3. Paste your timeline on the box provided below
4. Answer the Key Inquiry Questions.
5. Your work will be graded using a rubric (see attached rubric on page)

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You may paste your work here!

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Key Inquiry Questions:

1. Describe your work here.

____________________________________________________________________________
____________________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
2. What do you think are the strengths of S&T in our country? How about its weaknesses?
____________________________________________________________________________
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____________________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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____________________________________________________________________________
3. What Historical events shaped S&T in the country? Cite specific example.
____________________________________________________________________________
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____________________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
____________________________________________________________________________
4. How did S&T contribute in the development of our country? Cite a specific example.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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KEY CONCEPTS:
1. Here were some of the established National Laws and programs which greatly
influenced the development of science and technology in the history of the country;
a. The University of the Philippines
b. The Philippine Public-School system
c. Bureau of Science (Now Department of Science and Tehnology)
d. Jones Law (The Philippine Autonomy Act)
e. Bell Trade Relations Act
f. Science Education Program
i. Philippine Science High School System (PSHSS)
ii. Special Science Elementary Schools (SSES)
iii. Regional Science High School
g. Philippine Council for Agriculture and Resource Research and Development
(PCARRD)
h. National Research Council of the Philippines (NRCP)
i. Philippine Council for Health Research and Development (PCHRD)
j. Philippine Council for Industry and Energy Research Development (PCIERD)
k. Balik Scientist Program
l. National Program for Talented Filipino Children in Science and Technology
m. RA 8439: Magna Carta for Scientific Engineers, Researchers, and other
Government Science and Technology Staff
n. RA 7687: 1994 Science and Technology Scholarship Act
o. RA 7459: Inventors and Inventions Rewards Act
p. RA 8293: Intellectual Code Protection Act.
q. RA 9367 or the Biofuels Act
r. RA 10601: Agriculture and fisheries
s. Science, Technology, Engineering, and Mathematics (STEM) in Senior High
School of the K to 12 education programs

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In addition, let us also know and appreciate the contributions of our Indigenous Knowledge
in the development of science and technology, and society by doing the next activity.

Activity 3.3 Research Work: Indigenous Knowledge of my Community.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Indigenous science is composed of traditional knowledge that uses science

process skills and guided by community and culture. (Pawilen, 2006)

Instructions: Research and make a list of at least three Indigenous Knowledge you have
in your community. Write it in a short bond paper, normal margin, single spacing, and use
Arial 11. You may consider the following questions in doing your report:
1. What are the three indigenous knowledge you have identified in your
community?
2. What are the functions of each indigenous knowledge you have identified?
3. How does these indigenous knowledges help you and your community?
4. How does these indigenous knowledges reflect to your values and culture?
5. How will these indigenous knowledges contribute to the development of the
community and our country?

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Paste your work here!

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KEY CONCEPTS:
1. It is believed that indigenous knowledge came from the everyday life experiences of
the people as they grow up and encounter things in nature. This knowledge was
prominently practiced by the community and was relayed by the parents and other
elders through the minds of the young generations.
2. Indigenous science as part of the system of indigenous knowledge was developed
from the various encounters of humans with the natural world because human
communities are composed of different experiences, skills, traditions, and fields of
knowledge such as agriculture, medicine, naming and describing the natural
phenomenon, and methods to adapt with the changing environments.
3. It is believed that indigenous science is essential in the development of science and
technology in the country. It helps the individual to comprehend and survive in the
natural world. This knowledge system paved the way for the birth of science and
technology as a specific field and discipline.
4. Indigenous research was acknowledged in the UNESCO Declaration on Science and
the Use of Scientific Knowledge (1999) as a historical and essential contribution to
science and technology.
5. Indigenous science uses science process skills such as observing, comparing,
classifying, measuring, problem solving, inferring, communicating and predicting.
6. Indigenous science is guided by culture and community values such as the following:
(a) The land is a source of life. It a precious gift from the creator. (b) The Earth is
revered as “Mother Earth”. It is the origin of their identity as people. (c) All living and
nonliving things are interconnected and interdependent with each other. (d) Human
beings are stewards or trustee of the land and other natural resources. They have a
responsibility to preserve it. (e) Nature is a friend to human beings — it nests to respect
and proper care.
7. Indigenous science is composed of traditional knowledge practiced and values by the
people and communities such as ethno-biology, ethno-medicine, indigenous farming
methods and folk astronomy

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EXPLAIN

Let us examine and hear your remarks and observations about the activities that you had
by answering the following questions. You may also research for further understanding of the
topic.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

1. Give two contributions of the following colonizers in the development of science and technology
in our country:
Spanish Era: ___________________________________________________________
__________________________________________________________
__________________________________________________________
American Era:___________________________________________________________
__________________________________________________________
__________________________________________________________
2. Based on the activity you have, give and describe three national laws or policies which
contributed to the development of science and technology in the country.

a.___________________________________________________________________________
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b.___________________________________________________________________________
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c.___________________________________________________________________________
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3. What are the program of the government on Science Education in the country? Give specific
programs.

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4. In your own words, define indigenous knowledge and indigenous science. Give specific
example.

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ELABORATE

Let us continue learning more and try to further understand them through doing this
activity.
Activity 3.4 Policy Review
Instructions:
1. Read the HNRDA 2017-2022 and make a Position paper of 300-500 words.
Use this link: ..\Phil.S&T agenda\Harmonized_National_RD_Agenda_2017-
2022_final_v2.pdf
[Link]
2. You may also try the updated HNNRDA-AANR 2022-2028 in this link:
([Link]
2022-2028/file)
3. Focus on one specific agenda on any of this HNRDA.
4. Include your Key Inquiry Questions answer in the review.

Key Inquiry Questions:

1. What Agenda did you choose and why?

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____________________________________________________________________________
2. What specific topic/issue would you like to be addressed by the government and why? Do you
think this will give a positive impact to the development of our country?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Do you agree with the current S&T policies/thrusts/agenda of the government? Why or why
not?
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

KEY CONCEPTS:
1. Harmonized National R&D Agenda (HNRDA) 2017-2022 was developed to ensure
that results of S&T endeavours are geared towards and are utilized in areas of
maximum economic and social benefit for the people. The formulation of the HNRDA
is in line with the DOST’s mandate of providing central direction, leadership and
coordination of the scientific and technological efforts in the country.
2. The HNRDA is aligned with AmBisyon Natin 2040: matatag, maginhawa at panatag na
buhay para sa lahat. It has three pillars: Malasakit (enhancing the social fabric),
Pagbabago (reducing inequality) and Kaunlaran (increasing potential growth).
AmBisyon Natin 2040 and the three pillars form the foundation for more inclusive
growth, a high-trust and resilient society and a globally competitive knowledge
economy.
3. The HNRDA is organized into 5 sectors: Basic Research; Agriculture Aquatic and
Natural Resources; Health; Industry, Energy and Emerging Technology; and Disaster
Risk Reduction and Climate Change Adaptation.
4. The Agenda was formulated by the National Research Council of the Philippines
(NRCP), Philippine Council for Agriculture, Aquatic and Natural Resources Research
and Development (PCAARRD), Philippine Council for Health Research and
Development (PCHRD), Philippine Council for Industry, Energy and Emerging
Technology Research and Development (PCIEERD), Philippine Institute of
Volcanology and Seismology (PHIVOLCS), and Philippine Atmospheric, Geophysical
and Astronomical Services Administration (PAGASA) in cooperation with stakeholders
in the respective sectors.

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EVALUATE

Now, let us check your understanding of the topic by answering the following questions.

Name: ____________________________ Date Submitted: __________________

Course/Section: ____________________

Multiple Choice: Read each statement carefully and choose the letter of the best answer.
Write it on the space provided.
_____1. Which of the following scientists was recognized for the research on sea snail venom?
A. Lourdes January Cruz C. Enrique Mapua Ostrea Jr.
B. Gregory Ligot Tangonan D. Ramon Cabanos Barba
_____2. This was established to encourage Filipino scientists abroad to come home and work in
the Philippines or conduct research and projects.
A. Science and Technology Parks C. Philippine Science High School System
B. Balik Scientist Program D. Overseas Development Aid
_____3. It uses process skills such as observing, comparing, measuring, and problem solving
but guided with culture and community values.
A. Indigenous science C. Scientific method
B. Experiments D. Localization
_____4. This project aims to develop Filipino children equipped with scientific and technological
knowledge, skills and values.
A. Regional Science High School System
B. Special Science Elementary Schools Project
C. Philippine Science High School System
D. All of the above
_____5. Why is Indigenous Science important in the development of our community?
A. It guides the people to industrial development
B. It gives knowledge to sustain science and technology
C. It helps science and technology contribute something to society
D. It helps the people cope in everyday life

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EXTEND

Finally, let us deepen and extend our understanding of the topic by doing the last activity.

1-2-3

1. Write your opinion about the lesson Science and Technology and Nation Building.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Write two questions you still have in your mind about the topic Science and Technology
and Nation Building.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Write three things you have learned about the lesson Science and Technology and
Nation Building.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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SUMMARY

Science and Technology have been a partner since time immemorial. They are
inseparable as one needs the other. Science as a body of knowledge leads to
the development of an innovation or, what we say, technology. It is the
application of the principle and law of the Universe.
Science, Technology, and Society is a new academic field rooted in the
necessity of human understanding regarding science, philosophy, human
nature, history, technology, and society. It is a field that uncovers the
relationships of science, technology, and the community.
Historical Antecedents contributed a lot in changing the course of development
of S&T. It made a significant leap in discovering innovations which later
contributes to another breakthroughs. They greatly influence the course of
science and technology through introducing unique concepts, and these
concepts helped to develop another one. Some antecedents were in the form of
events that led humans to discover things that may enable them to solve
pressing problems and issues and ultimately to survive.
Since ancient times, many innovations and technology were made, which
immensely helped our ancestors find and produce foods, building more
substantial shelters and other significant buildings. It enabled them to construct
many wonders of the world which were later discovered and have contributed to
the development of science and technology.
Intellectual revolutions are paradigm shifts that greatly influenced how society
and people look into the universe's fundamental laws. It paved the way to accept
science as a catalyst of development and enlightenment.
Many civilizations also presented innovations and discoveries which significantly
impact the development of science and technology today. It also reflects how
these people were able to build their empire, culture, and government. They
played a part in science and technology, and up until now, their technology and
discoveries amaze the world.
Indeed, science and technology play a vital role in nation-building. Throughout
Philippine history and government, S&T contributed significantly to changing the
people's lives in society. It also affects government policies and how people lived
to provide necessities and find ways to solve problems, circumstances, and
significant events that shaped the country's development.
Indigenous knowledge has been inculcated in the minds of the Filipino people
which were relayed by their ancestors to thrive and survive in nature.

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REFERENCES AND LINKS

Books
Quinto, E.M., and Nieva, A. D. (2019). Science, Technology and Society: Outcome-Based
Module, C&E Publishing, Inc. Quezon City, Philippines

Serafica, J.P.J., Pawilen, G.T., Caslib, B.N. Jr., and Alata, E.J.P. (2018) Science, Technology and
Society 1st Edition, Rex Book Store. Manila, Philippines

Rodriguez, S. Philippine Science and Technology: Economic, Political, and Social Events shaping
their Developments. Giraffe Books. Quezon City, Philippines. 1996.

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

Internet Sources

Harmonized National Research and Development Agenda 2017-2020 Retrieved: \Phil.S&T

agenda\Harmonized_National_RD_Agenda_2017-2022_final_v2.pdf Date: September 2020

Lewis, Wolpert 2005 The Medawar Lecture 1998 Is science dangerous? Retrieved:
[Link] Date: September 2020

Science and Technology Introduction Retrieved:

[Link]
nce_and_technology_introduction.htm Date: September 2020

Shuttleworth, M. and Wilson, L.T. Paradigm shift Retrieved: [Link]

shift.

SmartArt Picture Making [Link]

powerpoint-ed299a87-43e2-4a18-a3ba-cc90c2149e33)

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SmartArt ([Link]
ba3d-48c8-8e9f-a66bcee7e5aa)

[Link]

[Link]

[Link]

[Link]
20200529

[Link]

[Link]
[Link]#:~:text=A%20paradigm%20shift%20is%20a,some%20revolutionary%20innovation%2
0or%20discovery.

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