FM-AA-CIA-14-Rev.

12-Aug-2024

PANGASINAN STATE UNIVERSITY

San Carlos City, Pangasinan
San Carlos City Campus
GENERAL EDUCATION DEPARTMENT

COURSE SYLLABUS
1st – 2nd Semester, A.Y. 2024-2025

COURSE INFORMATION

COURSE CODE GE 6
COURSE TITLE Science, Technology, and Society
COURSE TYPE  Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 units
CLASS HOURS 3 hours
COURSE PREREQUISITE/
None
CO-REQUISITE
Face to Face Schedule:
COURSE SCHEDULE

UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030

The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic environment to produce dynamic, responsive, and
UNIVERSITY MISSION
future-ready individuals capable of meeting the requirements of the local and global communities and industries.
EOMS POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory service delivery
through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the national and
international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL OUTCOMES The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are anchored
on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision
making, and accountability.

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2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build
personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs
leading to inclusive growth.
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative
mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN, and international human capital
market through relevant and comprehensive programs.
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and
elevate the welfare of the multi-sectoral communities and.
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion c. Work effectively and Employ effective teaching techniques for diverse types of learners in varied learning
independently in multi-disciplinary conditions.
and multi-cultural teams (CTS-3)
f. Articulate rootedness of Promote positive values, cultural heritage, ethical responsibility, and respect for dignity of
Education in philosophical, socio- individuals.
cultural, historical, psychological,
and political contexts. (CD – 1)
l. Practice professional and Promote positive values, cultural heritage, ethical responsibility, and respect for dignity of
ethical teaching standards individuals.
sensitive to the local, national,
and global realities. (CD – 7)
d. Act in recognition of Promote positive values, cultural heritage, ethical responsibility, and respect for dignity of
professional, social, and ethical individuals.
responsibility. (CTS-4)
o. Apply scientific inquiry in Apply the scientific principles in problem solving current problems.
teaching and learning. (SM – 2)
Use scientific inquiry in understanding and explaining natural phenomena.
q. Manifest meaningful and Utilize appropriate pedagogy and use of technology for the different science content areas.
comprehensive pedagogical
content knowledge (PCK) of the Demonstrate skills in various methods of teaching-learning in the sciences to include
sciences. (SM – 4) conducting science investigations, making models and prototype, and doing science
research.

Create and utilize learning experiences in the classroom to develop learner’s skills in
discovery learning, problem learning and critical thinking.
r. Contribute to the generation of Demonstrate skills in various methods of teaching-learning in the sciences to include
new knowledge by participating in conducting science investigations, making models and prototype, and doing science
various research and research.
development projects. (CHT-1)

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2. Continuous Innovative Learner g. Demonstrate mastery of Display basic and comprehensive understanding of knowledge, principles of the subject
subject matter/discipline. (CD – 2) matter in the sciences.

Apply the scientific principles in problem solving current problems.

h. Facilitate learning using a wide Design and utilizes appropriate instructional materials in science.
range of teaching methodologies
and delivery modes appropriate to Utilize appropriate pedagogy and use of technology for the different science content areas.
specific learners and their
environments (CD – 3) Demonstrate skills in various methods of teaching-learning in the sciences to include
conducting science investigations, making models and prototype, and doing science
research.

Create and utilize learning experiences in the classroom to develop learner’s skills in
discovery learning, problem learning and critical thinking.
i. Develop innovative curricula, Design and utilizes appropriate instructional materials in science.
instructional plans, teaching
approaches, and resources for
diverse learners (CD – 4)
j. Apply skills in the development Utilize appropriate pedagogy and use of technology for the different science content areas.
and utilization of ICT to promote
quality, relevant, and sustainable,
educational practices. (CD – 5)
k. Demonstrate a variety of Design and utilizes a variety of appropriate assessment techniques to monitor and evaluate
thinking skills in planning, learning.
monitoring, assessing, and
reporting learning processes and Provide regular feedback to students.
outcomes (CD – 6).
k. Demonstrate a variety of Design and utilizes a variety of appropriate assessment techniques to monitor and evaluate
thinking skills in planning, learning.
monitoring, assessing, and
reporting learning processes and Provide regular feedback to students.
outcomes (CD – 6).
m. Pursue lifelong learning for Create and utilize learning experiences in the classroom to develop learner’s skills in
personal and professional growth discovery learning, problem learning and critical thinking.
through varied experiential and
field-based opportunities (CD – Promote positive values, cultural heritage, ethical responsibility, and respect for dignity of
8). individuals.
n. Demonstrate deep Display basic and comprehensive understanding of knowledge, principles of the subject
understanding of scientific matter in the sciences.
concepts and principles. (SM – 1)

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o. Apply scientific inquiry in Apply the scientific principles in problem solving current problems.
teaching and learning. (SM – 2)
Use scientific inquiry in understanding and explaining natural phenomena.

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 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.

COURSE OUTCOMES (CO) ILO AND PO CODES

At the end of the course, the student must have achieved the following: ILO4 LO5 ILO6 CTS2 CTS3 CTS4 CTS5
CO 1 Articulated the impacts of science and technology on society, specifically Philippine society (knowledge) I I I
Explained how science and technology affect society and the environment and its role in nation-building
CO 2
(knowledge)
I I I
Analyzed the human condition in order to deeply reflect and express philosophical ramifications that are
CO 3
meaningful to the student as a part of society (knowledge)
I I
Defined and demonstrated the impact of social media on the students’ life and Philippine society in general
CO 4
(knowledge)
I I
Imbibed the importance of science and technology in the preservation of the environment and the
CO 5
development of the Filipino nation (values)
I E I
Critiqued human flourishing vis-à-vis the progress of science and technology such that the student may be
CO 6
able to define for himself/herself the meaning of the good life (values)
I D
Fostered the value of a healthy lifestyle toward the holistic and sustainable development of society and the
CO 7
environment (values)
I I D
CO 8 Creatively presented the importance and contributions of science and technology to society (skills) I I
Examined shared concerns that make up the good life to come up with innovative and creative solutions to
CO 9
contemporary issues guided by ethical standards. (skills)
I I
Illustrated how social media and information age impact their lives and their understanding of climate change
CO 10
(skills)
I

COURSE LEARNING PLAN

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Learning Activities
Course
Learning Outcomes Topics Hours (Synchronous and Learning Materials and Platform Assessment
Outcome/s
In-person)
At the end of the lesson, the Orientation on the University Vision, 1 Recitation of the PSU PSU Student Handbook Recitation on the
student must have achieved the Mission, Institutional Learning Vision, Mission, ILOs, POs PSU Vision,
following: Outcomes, Program and Course and COs Mission, ILOs, POs
Outcomes and COs
demonstrated understanding of
the University Vision, Mission,
Institutional Learning
Outcomes, Program and
Course Outcomes
SECTION 1: GENERAL CONCEPTS AND HISTORICAL DEVELOPMENT
CO1, CO2, Discuss the interactions Module 1: 5  Lecture-Discussion  Quinto, Edward Jay M. and  Compare and
CO3, CO8, between S&T and society 1. General concepts related to  Reflect-and-share Nieva, Aileen D. (2019). contrast of STS
GCED, throughout history; STS activity Science, Technology, and through Venn
SDG 4 2. Historical antecedents in Society. pp 2-14. Quezon City: Diagram
Explain how scientific and which social considerations C&E Publishing  Poster
technological developments changed the course of  Bozeman Science. (2016, June Making/Collage
affect society and the science and technology 24). The Nature of Science  Quiz on
environment a. In the World: Ancient, Middle [Video]. YouTube. historical
and Modern Ages (Focus on [Link] antecedents
Significance of S&T only) v=TkvjDZseD4k  Chapter test
b. In the Philippines  Chapter 1: The Nature of
Science. (n.d.).
[Link]
ations/sfaa/online/[Link]
 Caoili, O. (1986). 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. Retrieved from
[Link]
220/A_HISTORY_OF_SCIENCE
_AND_TECHNOLOGY_IN_THE
_PHILIPPINES
 Quinto, Edward Jay M. and
Nieva, Aileen D. (2019). Science,
Technology, and Society. pp 2-
14. Quezon
CO1, CO2, identified the intellectual Module 2: Intellectual revolutions 5  Lecture-Discussion  McNamara, DJ Valverde VM and  Group

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CO3, SDG revolutions that shaped society that defined society:  Presentation of Beleno III, R. “Science, work/activity
4 across time; a. Copernican intellectual revolutions Technology, and Society (2018).  Chapter test
b. Darwinian  Video clip viewing pp 39-43. Quezon City, C & E
explained how intellectual c. Freudian Publishing, Inc.
revolutions transformed the  Serafica, JJ, Pawilen, GT,
d. Information Revolution
views of society about dominant Caslib, BN and Alata, EP
scientific thought; and e. Meso-American Science Technology and Society
f. Asian (2018) Quezon City, Rex Book
researched on other intellectual g. Middle East Store
revolutions that advance h. African
modern science and scientific
thinking
CO1, CO2, identified the contributions of Module 3: Science and 5  Lecture-Discussion  Serafica, JPJ, Pawilen, GT,  Table
CO3, SDG Filipino scientists in science and Technology and Nation Building:  Group Activity Caslib, Jr., BN, Alata, EJP (2018) completion
4, SDG 5, technology; a. The Philippine  Infographics on Science, Technology, and  Performance
SDG 10, Government S&T Agenda Indigenous group of Society. pp 21-48. Quezon City: based
SDG 11 discussed the role of science b. Major development Pangasinan and nearby Rex Book Store, Inc. assessment
and technology in Philippine province  Quinto, Edward Jay M. and  Quiz on Filipino
programs and
nation building; Nieva, Aileen D. (2019). scientist
personalities in S&T in the Science, Technology, and  Chapter test
articulate government policies Philippines Society. pp 59-60. Quezon City:
pertaining to science and c. Science Education in the C&E Publishing.
technology in terms of their Philippines
contributions to nation building; d. Selected indigenous
and science and technologies
in Pangasinan (Ibaloi –
identified actual science and
technology policies of the San Nicolas, Kankanaey –
government and appraise their Umingan, Badjao)
impact on the development of
the Filipino nation including
indigenous groups
 SECTION 2: SCIENCE, TECHNOLOGY, AND SOCIETY AND THE HUMAN CONDITION
CO5, CO6, analyze the human condition in Module 4: The Human Person 5  Lecture-discussion  Quinto, Edward Jay M. and  Recitation (The
CO7, CO8, order to deeply reflect and flourishing in terms of science and  Reflections Nieva, Aileen D. (2019). essence of
SDG 4, express philosophical technology; and Science, Technology, and technology)
SDG 10, ramifications that are Technology as a Way of Revealing Society. pp 62-80. Quezon City:
SDG 11 meaningful to the student as a C&E Publishing.
part of society  Heidegger, M. (1977). The
Question Concerning
Technology. In The Question
Concerning Technology and
Other Essays. (pp. 3-36). New
York, NY: Harper and Row
Publishers, Inc. Retrieved from

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[Link]
[Link]/wp-content/uploads/
2008/05/question_concerning_te
[Link]

CO6, CO7, critiqued human flourishing vis- Module 5: Human Flourishing in 5  Article Analysis using  Hickel, J., Kallis, G., Jackson, T.,  Small Group
CO9, SDG à-vis the progress of science Progress and De-development vis- Student Learning Cells: O’Neill, D. W., Schor, J. B., Discussion
4, SDG 10, and technology so that the à-vis the Good Life Forget ‘developing’ Steinberger, J., Victor, P. A., & (AVP)
SDG 11 student can define for a. Compare and contrast poor countries, it’s time Ürge-Vorsatz, D. (2022).  Chapter test
himself/herself the meaning of Nicomachean Ethics and to de-develop rich Degrowth can work — here’s covering
the Good Life; Eudaimonia countries how science can help. Nature, module 4&5
 Video Clip Viewing: The 612(7940), 400–403.
explain the concept of de- Magician's Twin: C.S. [Link]
development; Lewis and the Case 022-04412-x
against Scientism  Guardian News and Media.
examined shared concerns that  Lecture-discussion (2015, September 23). Forget
make up the good life to come 'developing' poor countries, it's
up with innovative, creative time to 'de-develop' rich
solutions to contemporary countries. The Guardian.
issues guided by ethical Retrieved September 8, 2022,
standards from
[Link]
bal-development-professionals-
network/2015/sep/23/developing-
poor-countries-de-develop-rich-
countries-sdgs
 The Concepts of the Public
Good: A View from the Filipino
Philosopher by Rolando Gripaldo
in the Making of a Filipino
Philosopher and Other Essays,
2009, National Bookstore pp 82-
101
 Aristotle. Nicomachean Ethics.
Bartlett, R. and Collins C.
(Trans.). Chicago, IL: The
University of Chicago Press.
Retrieved from
[Link]
[Link]

MIDTERM EXAMINATION 1
Total no. of Hours = 27
CO5, CO9, examine human rights in order Module 6: When Technology and 6  Lecture-discussion  Quinto, Edward Jay M. and  Recitation

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SDG 4, to uphold such rights in Humanity Cross; and  Group Activity Nieva, Aileen D. (2019). (Human rights
SDG 10, technological ethical dilemmas;  Reflect-and-share Science, Technology, and based
SDG 11 Why does the future not need us? activity Society. pp 2-14. Quezon City: approach to
evaluate contemporary human  Movie Review C&E Publishing science,
experience in order to The Information Age (Gutenberg to  Mukherjee, S. R. (2012). Linking technology, and
strengthen and enlighten the social media); and Science and Human Rights: development
human person Facts and Figures. SciDevNet.  Audio Visual
functioning in society Data Privacy Act and Its Retrieved from Presentation
Importance [Link] (PPT)
linked learned concepts to the tures/linking-science-and-human-  Quiz on
development of the information rights-facts-and-figures/ information age
age and its impact on society;  Evans, D. (2007, March 9). The  Chapter test
and ethical dilemmas of robotics.
BBC News. Retrieved from
illustrated how the social media [Link]
and the information age have ogy/[Link]
impacted our lives  Joy, W. (2000, April 1) Why The
Future Doesn’t Need Us. Wired.
Retrieved from
[Link]
oy-2/

SECTION 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY, AND SOCIETY

CO6, CO7, determined the interrelatedness Module 7: Biodiversity and the 5  Lecture-Discussion  Sunderland, T. (2011). Food  Performance
CO8, CO9, of society, environment, and Healthy Society;  Video Clip Presentation security: why is biodiversity based activity
SDG3, health a. Importance of Biodiversity (Videos on Geo- important? International Forestry  Quiz on
SDG 4, b. Threats to Biodiversity reserves etc.) Review. 13(3), pp. 265-274. threats of
SDG, SDG discussed the ethics and c. Conservation Strategies  Infomercial on Retrieved from biodiversity
6, 10, SDG implications of GMOs and (Protocols) biodiversity and GMO [Link]  Chapter test
11, SDG potential future impacts Introduction to Genetically Modified DOCS/[Link]
14, SDG 15 Organisms:  Quinto, Edward Jay M. and
a. Roles, Benefits, and Nieva, Aileen D. (2019).
Potential Risks of GMOs Science, Technology, and
b. Protocols related to GMO Society. pp 147-162. Quezon
City: C&E Publishing.
 • TED-Ed. (2015, April 20). Why
is biodiversity so important? -
Kim Preshoff [Video]. YouTube.
[Link]
v=GK_vRtHJZu4
 McNamara, DJ Valverde VM and
Beleno III, R. “Science,
Technology, and Society (2018).
pp 109-111. Quezon City, C & E
Publishing, Inc.

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 Miller Casas, P. Jusayan, A.

Menor and S. Obanan “Science,
Technology, and Society (2018).
Pp 236-250. Quezon City, C & E
Publishing, Inc.
 Time, S. (2021, June 19). The
Era of Genetically Modified
Superhumans [Video]. YouTube.
[Link]
v=klo-rSlsju8&feature=[Link]
CO6, CO7, described gene therapy and its Module 8: Gene Therapy 5  Lecture-Discussion  McNamara, DJ Valverde VM and  Brochure
CO8, CO9, various forms; A. Introduction to Gene  Video Clip Presentation Beleno III, R. “Science,  Group actvity
SDG Therapy and Stem Cells  Research based activity Technology, and Society (2018).  Chapter test
3,SDG 4, explored the opportunities that B. Applications of Stem Cells on biotechnology pp 109-111. Quezon City, C & E
SDG 10, may be opened by gene C. Gene Therapy Concerns Publishing, Inc.
SDG 11 therapy in the future; and  Miller Casas, P. Jusayan, A.
Menor and S. Obanan “Science,
assessed the potential benefits Technology, and Society (2018).
and detriments to global health Pp 236-250. Quezon City, C & E
of GMOs and gene therapy Publishing, Inc.

CO5, CO8, discussed the major impacts Module 9: The Nano World 5  Lecture-Discussion  Quinto, Edward Jay M. and  Audio visual
CO9, SDG (both potential and realized) of A. Overview of  Think pair share Nieva, Aileen D. (2019). presentation
3, SDG 4, nanotechnology on society; Nanotechnology  Group work/activity Science, Technology, and  Quiz on
SDG 10, B. Applications of Society. pp 181-192. Quezon application of
SDG 11 analyzed the issues on Nanotechnology City: C&E Publishing nanotechnology
nanotechnology through the C. Importance of  Z Zhang, B. et al. (2011).  Chapter test
conceptual STS lenses; and Nanotechnology Environmental Impacts of
D. Challenges of Nanotechnology and Its
critiqued the issue on its costs Nanotechnology Products. Midwest Section
and benefits to society E. Ethical Dilemmas of Conference of the American
Nanotechnology Society for Engineering
Education. Retrieved from
[Link]
EEmw_2011/ASEE_2011_Proce
edings/Peer_Reviewed_Papers/
ASEE-
MIDWEST_0030_c25dbf.pdf
 TED. (2007, January 12). The
accelerating power of technology
| Ray Kurzweil. [Video file].
Retrieved
from[Link]
tch?v=IfbOyw3CT6A


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CO5, CO7, identified the causes of climate Module 10: Climate Change and 6  Lecture-Discussion  Quinto, Edward Jay M. and  Project-Based
CO8, CO9, change Environmental Awareness  Proposed plan for the Nieva, Aileen D. (2019). Learning
CO10, A. Climate Change and 17 SDG Science, Technology, and  Group
SDG 3, assessed the various impacts of Energy Crisis Society. pp 193-210. Quezon presentation
SDG 4, climate change including B. Environmental City: C&E Publishing.  Chapter test
SDG 6, economic, geopolitical, Sustainability
SDG 10, biological, meteorological, etc. C. Disaster Risk
SDG 11, Management
SDG 14, applied STS concepts to the
SDG 15 issue of climate change
FINAL EXAMINATION 1
Total no. of Hours = 27
Overall Total no. of Hours = 54

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books and E-books C. Electronic Sources

1. Bandarlipe, M. C. B. (2019). Science, Technology, and Society. Bulacan: Introduction to Science, Technology, and Society
IPM Publishing. 1. American Association for the Advancement of Science. The Nature of Science. Retrieved from
2. Bautista, D. H. S. et al. (2019). Science, Technology, and Society. Malabon [Link]
City: Mutya Publishing House, Inc. 2. Bozeman Science. (2016, June 24). The Nature of Science [Video]. YouTube.
3. Casas, J. M. A., Jusayan, P. M., Menor, A. V., & Obanan, S. P. (2020). [Link]
Science, Technology, and Society. C & E Publishing, Inc. 3. Chapter 1: The Nature of Science. (n.d.).
4. De Regla, E. N., Duay, B. S. C. and Taguiling, M. L. G. (2019). Bulacan: St. [Link]
Andrew Publishing House. 4. Ihueze,C., Okpala, C., Okafor, E. & Okonkwo, U. (2015). Harnessing Science, Technology and
5. MacNamara, D., Valverde, V., and Beleno, R. (2018). Science, Technology, Innovations (STI) for Sustainable Industrial and Economic Development. p380. International
and Society. Quezon City: C&E Publishing. Journal of Engineering and Management Research. Vandana Publications. Retrieved from
6. Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, [Link]
and Society. Quezon City: C&E Publishing. 5. Ruparanganda,F. (2016). An evaluation of the implementation of the Science-Technology and
7. Serafica, Janice Patricia Javier, Pawilen, Greg Tabios, Caslib, Jr., Bernardo Society (STS) concept in Science Instruction in secondary schools inSarkar, S. and Pfeifer, J.
Nicolas, Alata, Eden Joy Pastor (2018) Science, Technology, and Society. Eds. (2016) The philosophy of science: an encyclopedia. pp. 749-753. USA: Taylor and
Quezon City: Rex Book Store, Inc. Francis Group. Retrieved from Zimbabwe. South American Journal of Academic Research
8. Taguiling, M. L. G. (2019). Science, Technology, and Society. Bulacan: St. Special Edition. Retrieved from [Link]
Andrew Publishing House. 6. Sarkar, S. and Pfeifer, J. Eds. (2016) The philosophy of science: an encyclopedia. pp. 749-
9. Valverde, R.B.F.D.J.M.S.V. M. (2018). Science, Technology, and Society. 753. USA: Taylor and Francis Group. Retrieved from
C&E Publishing, Inc.. [Link]/probability/sarkar_philosophy_of_science_encyclopedia.pdf
[Link] 7. Wakim, S. & Grewal, M. (2020). The Nature of Science. Retrieved from
B. Journals/Magazines [Link]
8. Wolpert, L. (2005). The Medawar Lecture 1998 Is Science Dangerous? In Philosophical
Transactions B. Retrieved from [Link]

Historical Antecedents of Science and Technology

9. Anderson, P. (2001). More is Different—One More Time. In Ong, N. P. and Bhatt, R. N. Eds.
More is Different: Fifty Years of Condensed Matter Physics. (pp. 1-8). USA: Princeton

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University Press. Retrieved from:

[Link]
10. IntroBooks Education. (2017, July 22). History of Technology - crash course [Video]. YouTube.
[Link]
11. Shuttleworth, M. (2008, April 15). Scientific Reductionism. [Link]. Retrieved from
[Link]
12. Takiya, Toshio. (2020). A History of Science and Technology for Industrialization: Technology
Fusion of Orient and Occident. Research [Link]. Retrieved from:
AHistoryofScienceandTechnologyforIndustrialization_20191204.pdf
13. The Science Foundation. (2011, November 28).Stephen Colbert Interviews Neil deGrasse
Tyson at Montclair Kimberley Academy-January 29th 2010. Video file. Retrieved from
[Link]
14. TEDxTalks (2015, June 13). The Big History of Modern Science I Hannu Rajaniemi
ITEDxDanubia.[. Video file]. Retrieved from: [Link]

Intellectual Revolutions and Society

15. Berra, T. (2008). Charles Darwin’s Paradigm Shift. The Beagle, Records of the Museums and
Art Galleries of the Northern Territory, 2008 24: 1–6. Retrieved from
[Link]
16. Shuttleworth, M. and Wilson, L. (2008, October 24). What Is A Paradigm?. [Link].
Retrieved from [Link]
17. The Scientific Revolution: Science & Society from the Renaissance to the Early Enlightenment:
Lesson Plans. (n.d.). Retrieved from [Link]
18. Unit 15: The Age of Enlightenment. (n.d.). Retrieved from
[Link]

Science and Technology and Nation Building

19. Caoili, O. (1986). 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. Retrieved from
[Link]
THE_PHILIPPINES
20. Gripaldo, R. (2007). The concept of the public good: A view from a Filipino philosopher.
Philosophia. 36. 141-154. Retrieved from [Link]
21. National Economic and Development Authority. (2017). Philippine Development Plan 2017-
2022. Pasig City. Retrieved from
[Link]

Technology as a Way of Revealing

22. Agence France-Presse (2018). Facebook says 87 million may be affected by data privacy
scandal. Rappler. Retrieved from [Link]
data-affected-cambridge-analytica-scandal
23. Heidegger, M. (1977). The Question Concerning Technology. In The Question Concerning
Technology and Other Essays. (pp. 3-36). New York, NY: Harper and Row Publishers, Inc.

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FM-AA-CIA-14-Rev. 12-Aug-2024

Retrieved from
[Link]
[Link]

Human Flourishing in Progress and De-development

24. Hickel, J. (2015, September 23) Forget ‘developing’ rich countries, it’s time to ‘de-develop’ rich
countries. The Guardian. Retrieved from [Link]
professionals-network/2015/sep/23/developing-poor-countries-de-develop-rich-countries-sdgs
25. Hickel, J., Kallis, G., Jackson, T., O’Neill, D. W., Schor, J. B., Steinberger, J., Victor, P. A., &
Ürge-Vorsatz, D. (2022). Degrowth can work — here’s how science can help. Nature,
612(7940), 400–403. [Link]
26. Lewis, C. (2012, November 18). The Magician's Twin: C.S. Lewis and the Case against
Scientism. [Video file]. Retrieved from [Link]

The Good Life

27. Aristotle. Nicomachean Ethics. Bartlett, R. and Collins C. (Trans.). Chicago, IL: The University
of Chicago Press. Retrieved from [Link]
28. Blackwell (2011). Contemplation contributes to Happiness most of all Ancient Greek
Philosophy: From the Presocratics to the Hellenistic Philosophers, Last modified on
06/25/2020 [Link]. Retrieved from: [Link]
29. Messerly, John. Aristotle on the Good Life. December 19, 2013. Retrieved from:
[Link]
30. Messerly, John. Summary of Aristotle’s Theory of Human Nature. October 17, 2014. Retrieved
from: [Link]
part-1/
31. The School of Life. (2014, October 29). PHILOSOPHY - Aristotle [Video]. YouTube.
[Link]
32. United Nations Environment Programme (2011). Towards a green economy: pathways to
sustainable development and poverty eradication. Retrieved from
[Link]

When Technology and Humanity Cross

33. Mukherjee, S. R. (2012). Linking Science and Human Rights: Facts and Figures. SciDevNet.
Retrieved from [Link]
[Link]#:~:text=A%20human%20rights%2Dbased%20approach%20to
%20science%2C%20technology%20and%20development,engages%20with%20urgent
%20global%20challenges.
34. Leonard, Gerd (2016). TECHNOLOGY vs. HUMANITY: The coming clash between man and
machine. pp. 18-20. Fast Future Publishing Ltd 2016. Retrieved from:
[Link]
hl=tl&as_sdt=0%2C5&q=en+technology+and+humanity+cross&btnG=
35. Evans, D. (2007, March 9). The ethical dilemmas of robotics. BBC News. Retrieved from
[Link]

Why the Future Does Not Need Us

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FM-AA-CIA-14-Rev. 12-Aug-2024

36. Brown, J. S. and Duguid P. (2001). A Response to Bill Joy and the Doom-and-Gloom
Technofuturist. Retrieved from
[Link]
37. Joy, W. (2000, April 1) Why The Future Doesn’t Need Us. Wired. Retrieved from
[Link]

Information Age
38. Ecker, D. (2014). Germ Catcher. Scientific American. Retrieved from
[Link]
39. Mason, R. O. (1986). Four Ethical Issues of the Information Age. MIS Quarterly, 10(1), 5.
doi:10.2307/248873
40. Newest Documentaries (2018, January 21). The Internet Revolution and Digital Future
Technology [Video File]. Retrieved from [Link]
41. Obanan, J.M.A.C.P.M.J.A.V.M.S.E. P. (2020). Science, Technology, and Society. C&E
Publishing, Inc.. [Link]
42. Putin, O. (2014, July 30). Science, Technology, and Information on the Modern Battlefield (Full
Documentary). [Video File]. Retrieved from [Link]
43. TED. (2010, July 19). Julian Assange: Why the world needs WikiLeaks. [Video file]. Retrieved
from [Link]
44. The Information Age. (n.d.). Retrieved September 27, 2022, from [Link]
[Link]/pages/[Link]

Biodiversity and a Healthy Society

45. Oceana Philippines. (2017, May 31). 2016 Philippine Rise (Benham Bank) Expedition Full
Documentary [Video]. YouTube. [Link]
46. Silici, Laura. (2014). Agroecology. What it is and what it has to offer. IIED Issue Paper.
Retrieved from
[Link]
as_to_offer
47. Sunderland, T. (2011). Food security: why is biodiversity important? International Forestry
Review. 13(3), pp. 265-274. Retrieved from [Link]
[Link]
48. TED-Ed. (2015, April 20). Why is biodiversity so important? - Kim Preshoff [Video]. YouTube.
[Link]

Genetically Modified Organisms (GMOs) and Gene Therapy

49. Dubock, A. (2014). The politics of golden rice. GM Crops & Food, 5(3), 210-222. Retrieved
from [Link]
50. Duguet, A. et al. (2013). Ethics in Research with Vulnerable Populations and Emerging
Countries: The Golden Rice Case. Journal of International Law and Commercial Regulations,
38(4), 979-1013. Retrieved from [Link]
referer=[Link]
51. Geddes, L. (2013, October 30). 'Bubble kid' success puts gene therapy back on track. In New
Scientist. Retrieved from [Link]
success-puts-gene-therapy-back-on-track/

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52. Irishstemcell. (2012, August 22). Science Friction: Stem Cell Research. Retrieved from
[Link]
53. TED. (2009, February 17). The next species of human | Juan Enriquez. [Video file]. Retrieved
from [Link]
54. TED. (2011, April 19). Susan Lim: Transplant cells, not organs. [Video file]. Retrieved from
[Link]
55. Torres, E. and Domingo, R. (2016, July 28). SC reverses ruling on BT ‘talong’ tests. In
[Link]. retrieved from [Link]
talong-tests

Nanotechnology
56. Colvin V. (2003). The potential environmental impact of engineered nanomaterials. Nature
Biotechnology, 21(10), pp. 1166-1170. Retrieved from
[Link]
57. Lin, P. and Allhodd, F. (2007). Nanoethics: The ethical and social implications of
nanotechnology. Hoboken, New Jersey: John Wiley and Sons, Inc.
58. Zhang, B. et al. (2011). Environmental Impacts of Nanotechnology and Its Products. Midwest
Section Conference of the American Society for Engineering Education. Retrieved from
[Link]
ers/ASEE-MIDWEST_0030_c25dbf.pdf
59. TED. (2007, January 12). The accelerating power of technology | Ray Kurzweil. [Video file].
Retrieved from [Link]

Climate Change and Environmental Awareness

60. _____ (2015, May 20) Scientists tackle mystery of thunderstorms that strike at night. In
National Science Foundation. Retrieved from [Link]
cntn_id=135046
61. Bradford, A., Pappas, S. (2017) Effect of Global Warming. Retrieved from
[Link]
62. Core-Dekaron Snow (2013, December 13). Typhoon Haiyan Eye Of The Storm. [Video file].
Retrieved from [Link]
63. Environmental Protection Agency (2017) Basic Ozone Layer Science. Retrieved from
[Link]
64. Fiske, S.J., et al. (2014). Changing the Atmosphere. Anthropology and Climate Change. Final
report of the AAA Global Climate Change Task Force. Arlington, VA: American Anthropological
Association. Retrieved from
[Link]
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65. Hardin, G. (1968). The Tragedy of the Commons. Science, 162(2859), 1243-1248, DOI:
10.1126/science.162.3859.1243 Retrieved from
[Link]
66. Pacala, S. (2009). Sharing global CO2 emission reductions among one billion high emitters.
Proceedings of the National Academy of Sciences of the United States of America (PNAS),
106(29) 11884-11888. Retrieved from [Link]
67. Riebeek, H., Simmon, R. (2010). Global warming. Retrieved from

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[Link]
68. TBPI / The Artistshop Company, Inc. (2009, July 1). PANAHON NA! Ang Hamon sa Pinoy at
Climate Change. [Video file]. Retrieved from [Link]
69. US EPA. (2007). International Action-the Montreal Protocol on Substances that deplete the
layer. Retrieved from https:/[Link]/ozone-layer-protection/international-actions-
montreal-protocol-substances-deplete-ozone-layer
70. Webster, D. (2008, June 6). Harnessing the Weather. Discover. Vol. 29, Issue 6. Retrieved
from [Link]
71. What will happen if we fail to meet the 2030 climate change deadline? (2021) [Video file].
Retrieved from [Link]
72. Woodward A. (2017). How climate change affects the building blocks for health. In The
Conversation. Retrieved from [Link]
building-blocks-for-health-86202

COURSE REQUIREMENTS

Midterm and Final Examinations

Quizzes
Regular Attendance
Active class participation/Recitation
Homework
Portfolio

ASSESSMENT AND GRADING

Grading and Assessment for 1st Year Students (A.Y. 2024-2025)

Midterm Grade: Tentative Final Grade:

Midterm Exam 40% Final Exam 40%
Class Standing 30% Class Standing 30%
1. Quizzes/Attendance-based 10% 1. Quizzes/Attendance-based 10%
submissions (formative assessments) submissions (formative assessments)
2. Unit/Chapter (Summative Tests) 20% 2. Unit/Chapter (Summative Tests) 20%
Performance-based assessment 30% Performance-based assessment 30%
100% 100%

Final Grade = 1/3 Midterm Grade + 2/3 Tentative Final Grade

Level of Success or cutoff grade = 60%

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 15

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Grading and Assessment for 2nd-4th Year Students (A.Y. 2024-2025)

Midterm Grade: Tentative Final Grade:

Midterm Exam 40% Final Exam 40%
Attendance/Recitation/Quizzes 30% Attendance/Recitation/Quizzes 30%
Home based Requirements/Online Exercises* 30% Home-based Requirements/Online Exercises* 30%
100% 100%

Final Grade = (Midterm Grade + Tentative Final Grade)/2

Level of Success or cutoff grade = 50%

*NOTE: Although the learning modality is 100% face-to-face, home-based requirements may be in the form of any performance-based assessment such as but not limited to
long term projects, portfolio, video-documentation, and research projects

RUBRICS Poster-Making / Collage-Making Rubric

Component Excellent Good Fair Poor

4 3 2 1
Required Elements The poster / collage includes all All required elements are All but 1 of the required Several required elements were
required elements as well as included on the poster / collage. elements are included on the missing.
additional information. poster / collage.
Creativity and Originality Poster / collage is inventive and Poster / collage shows a high Poster / collage is inventive and Poster / collage is not original.
shows a high degree of degree of imagination and shows some degree of
imagination and resourcefulness. imagination and
resourcefulness. resourcefulness.
Relevance All elements are related to the All elements are related to the All elements relate to the topic. Elements do not relate to the
topic and make it easier to topic and most make it easier to One or two borrowed elements topic OR several borrowed
understand. All borrowed understand. Some borrowed have a source citation. elements do not have a source
elements have a source citation. elements have a source citation. citation.
Clarity Elements are all in focus and Most elements are in focus and Most elements are in focus and Many elements are not clear or
the content easily viewed and the content easily viewed and the content easily viewed and are too small.
identified from 2 m away. identified from 2 m away. identified from 1 m away
Attractiveness The poster / collage is The poster / collage is attractive The poster / collage is The poster / collage is
exceptionally attractive in terms in terms of design, layout, and acceptably attractive though it distractingly messy or very
of design, layout, and neatness. neatness. may be a bit messy. poorly designed. It is not
attractive.

Write-Up Rubric (Metacognitive Reading Reports, Short Write-ups)

Component Excellent Good Fair Poor

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 16

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4 3 2 1
Response to Question Writing Written response addresses all Written response addresses at Response to questions is Response lacks any
Prompts questions clearly and directly. least two of questions clearly unclear or vague. comprehension of the
(content) and directly. questions.
No essay response provided.
Quality and Clarity of Thought Response indicates depth and Response indicates simplistic or Response lacks focus or Response is unfocused, illogical
(content) complexity of thought in repetitive thoughts in answering demonstrates confused or or incoherent.
answering the questions. the questions. conflicting thinking. No essay response provided.
Organization & Development Response is well organized and Response is organized and Response is fairly organized Response is disorganized and
of Ideas developed with appropriate developed with general and developed, presenting underdeveloped, providing little
support to make meaning clear supporting ideas provided generalizations without or no relevant support.
(well-chosen examples). (reasons/general examples). adequate support. No essay response provided.
Grammar, Usage, and Response is free from any Response has 3 or less errors in Response has 4-5 errors in Response has 6 or more errors
Mechanics errors in grammar, usage, and grammar, usage, and grammar, usage, and in grammar, usage, and
mechanics. mechanics. mechanics. mechanics.
No essay response provided.
Oral Presentation Presented with no errors in a Presented with few errors in a Presented with several errors in Presented with many errors.
smooth, clear voice. clear voice. a clear voice.

Written Output Rubric (Reflection Paper, Documentary Analysis, etc.)

Excellent Good Fair Poor

Component
4 3 2 1
Work is original and all Work is original and some Work is somewhat original and Work is unoriginal and most
Originality and Completeness questions were answered questions were answered some questions were answered questions were not answered
comprehensively. properly. properly. properly.
Demonstrates a comprehensive
Demonstrates a comprehensive Demonstrates a basic
understanding of the subject for Lacks understanding of the
Depth of Content understanding of the subject for understanding of the subject for
reflection and work can be used subject for reflection.
reflection. reflection.
as an example for others.
Written output shows excellent
synthesis of information. Ideas Written output covers and Written output presents
Ideas are not communicated
Organization, Style and are clearly articulated, well explains the topic in a concise accurate facts with some degree
clearly nor are they well
Clarity developed, and presented in a and thorough manner. Ideas are of clarity. However, ideas are
developed.
concise and understandable articulated and developed. not well developed.
manner.
Most sentences are well Most sentences are well Sentences sound awkward, are
All sentences are well constructed and have varied constructed, but they have a distractingly repetitive, or are
Sentence Structure, constructed and have varied structure and length. The author similar structure and/or length. difficult to understand. The
Grammar, Mechanics, & structure and length. The author makes a few errors in grammar, The author makes several author makes numerous errors
Spelling makes no errors in grammar, mechanics, and/or spelling, but errors in grammar, mechanics, in grammar, mechanics, and/or
mechanics, and/or spelling. they do not interfere with and/or spelling that interfere spelling that interfere with
understanding. with understanding. understanding.
Timeliness Completed work was passed Completed work was passed on Completed work was passed Completed work was passed
earlier than the deadline given. the deadline given. the day after the deadline given. more than a day after the

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 17

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deadline given.

Portfolio Rubric

Excellent Good Fair Poor

4 3 2 1
Content Selection Relevant and well- organized Relevant selection with some Limited relevance or breadth; Incomplete or irrelevant content;
selection; demonstrates depth variety; includes key pieces and missing some key pieces; lacks does not demonstrate a clear
of understanding variety understanding coherence
Organization Well-organized with coherent Organized with logical Somewhat organized with gaps Disorganized and lacks clear
structure and smooth transitions sequencing and clear transitions in structure; uneven transitions structure; lacks logical flow
Reflection & Analysis Thorough analysis and Adequate analysis and Partial analysis with minimal Limited or superficial reflection;
reflection; showcases insightful reflection; demonstrates critical insight; some reflection lacks depth of critical thinking
thinking thinking skills
Skills Development Demonstrates substantial Evident development of skills Limited evidence of skill Minimal evidence of skill
growth and mastery of skills with clear progression development; growth evident in improvement or growth; lacks
some areas clear connection to goals
Presentation & Quality High-quality presentation with Well-presented with good Somewhat organized with minor Poorly organized or unpolished;
exceptional attention to detail presentation and attention to issues in quality lacks attention to detail
detail

Presentations Rubric (Informercial, infographics)

Excellent Good Fair Poor

4 3 2 1
Content Presentation has exceeded the Presentation contains all the Presentation contains most of Presentation contains less than
expected coverage of content expected coverage of content the expected coverage of half of the expected content for
for the given topic and work can for the given topic content for the given topic the given topic
be used as an example for
others
Organization All slides are arranged in an All slides are arranged in an Most slides are arranged in an Few slides are arranged in an
organized and logical manner, organized and logical manner. organized and logical manner. organized and logical manner.
and work can be used as an
example for others.
Appearance and Layout The slide/presentation is very The slide/presentation is The appearance of the slide The appearance of the slide
aesthetically pleasing and of aesthetically pleasing and the presentation and the layout of presentation and the layout of
text and pictures in the layout of text and pictures in the text and pictures are acceptable text and pictures is mostly
presentation is noteworthy. The presentation is very good. The for presenting to an audience. unacceptable for presenting to
presentation is acceptable for presentation is acceptable for an audience.
presenting to an audience. presenting to an audience.
Reporting The reporting of the topic given The reporting of the topic given The reporting of the topic given The reporting of the topic given
was clear, concise, and was clear and concise. was mostly clear and concise. was unclear and long-winded.
impactful.
Technology Display a mastery of the media, Display a competency of the Displays unclear media, visual Display nothing of the media,
visual elements are clear and media, visual elements are clear elements are somewhat clear visual elements are not clear.

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 18

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accurately represent their goal and accurately represent their

goal

Rubric for Recitation / Class Participation

Excellent Good Fair Poor

4 3 2 1
Answers/ responds to Answers/responds to question/s with ease Answers/responds to question/s with help/ Answers/responds to question/s with
question/s promptly, correctly and minimal error given cluses and with some errors hesitation/doubtful answers and with many
and accurately errors

COURSE POLICIES AND EXPECTATIONS

Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. If you have a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours without any valid reason, you will
be automatically dropped from the subject.
2. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/University in official function/
activities and other reasons as may be deemed justified by your instructor.
3. For excused absences, it is your responsibility to seek out missed assignments. You should check the official PSU LMS, official class FB page/group messenger and your classmates for
notes, handouts, etc.

Classroom Expectations
1. Be Prepared. Your grade is your sole responsibility. Earn the good grade you deserve by attending to class prepared. Complete reading assignments and other
homework before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit and always prepare your
book, notebook, paper and writing materials. Also, each of you is assigned to be the prayer leader for the day. If you are assigned to lead, please be ready
with your prayer. (Accountability, Credibility and Integrity, Spirituality)
2. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions. Do not hesitate to ask questions during class
discussions. Remember, you came to school to learn. (Competence and Commitment to Achieve Excellence)
3. Be Punctual. Attendance will be checked regularly. Submit your homeworks/problem sets/ class activities on time too. (Accountability, Competence and Commitment
to Achieve Excellence)
4. Be Respectful. Any action that bothers another student or the teacher, or any disruptive behavior in class, is considered disrespectful. Demonstrate proper respect for
teachers, your classmates, other university personnel and all university property. Listen to others and evaluate ideas on their own merit. (Social
Responsiveness)
5. Be Tidy. Cleanliness is next to Godliness. Your activities must be clean and organized. Your clean work reflects that homeworks/problem sets are well-prepared.
(Accountability, Credibility and Integrity, Competence and Commitment to Achieve Excellence, Social and Environmental Responsiveness)

Technology Agreement
1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Please make sure they are fully charged before
bringing them to class.
2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

1. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):
1st Offense : Automatic grade of 5.00 in the particular examination where cheating occurred; referral to guidance counselor.

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 19

FM-AA-CIA-14-Rev. 12-Aug-2024

2nd offense : Automatic grade of 5.00 if done on the same subject and/or other subjects and suspension for one semester.
3rd offense : Automatic grade of 5.00 in the subject/s and suspension of one semester to dismissal from the institution.
Guidelines on Late Submissions of Requirements and Late Examinations
1. The dates of the submission for all home-based requirements are indicated in the Instructional Delivery Plan. Five points will be deducted for every day of failure to submit said
requirements (except for approved absences).
2. You are only allowed to take missed examinations due to approved absence. Please fill up the Request for Special Examination before taking the missed exam.

Lecture Class Policies (In-Person Class)

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. A student is responsible for his/her absence.
5. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
6. Requirements must be submitted within the designated date of submission.
7. NO CELL PHONES OR ELECTRONIC DEVICES AT ANY TIME. All school rules will be followed as stated in the student handbook
8. Late work: Deductions will be given however; leniency will be observed.
9. Others (agreed upon by the class)

Additional Information:
1. A FB messenger/MSTeams will be created for the subject specifically used for posting of announcements, syllabus, assignments, rubrics, directions, videos, or links of instructional
materials.
2. All assignments shall be submitted to the instructor’s PERSONALLY unless otherwise indicated by the instructor.
3. When you contact the instructor, using the email address given below, identify yourself as a member of Science, Technology, and Society class and class section. Please indicate in the
subject of the email your name and the activity (e.g. STS - BSEd – Garcia – Activity #)

REVISION HISTORY
DATE OF
REVISION NUMBER DATE OF REVISION HIGHLIGHTS OF REVISION
IMPLEMENTATION
2022-01 September 7, 2022 September 19, 2022 (AY  Updated syllabi based on the prescribed format
2022-2023)  Modified, updated, and enhanced learning activities and assessments to target course outcomes
and program outcomes
 Included field work, debate, and video creation as assessment
 Reduced the number of assessments and activities appropriate to the time allotted for each module
 Updated learning materials
2023-01 February 12, 2023 February 20, 2023 (AY 2022-  Updated syllabi based on the prescribed format
2023)  Modified, updated, and enhanced learning activities and assessments to target course outcomes
and program outcomes
 Reorganized topics for Modules 2 and 4
2024-01 January 15, 2024 January 22, 2024 (AY 2023-  Added and updated the resources for Modules 1, 2, and 6.
2024)
2024-02 August 12, 2024 August 19, 2024 (AY 2024-  Included SDGs in the course outcome relevant to each topic
2025)  Merged similar topics
 Improved learning activities by aligning them with topics
 Adjusted the number of hours based on the revision

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 20

FM-AA-CIA-14-Rev. 12-Aug-2024

 Removed online activities in response to the full implementation of f2f classes.

 Updated the grading system based on the memo released by the CI office.

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program) JOHN JOSEPH D. ZARATE
August 12, 2024
Bayambang Campus

Reviewed by the Committee for Common Programs

VEMMA MAE G. OLIVAR August 16, 2024
Bayambang Campus

MARY JANE U. QUIBILAN August 16, 2024

Asingan Campus

JANICE CARAMBAS August 16, 2024

Alaminos City Campus

ARLO VINCENT M. RANQUE August 16, 2024

Urdaneta City Campus

RINOVIC C. REPOLLO August 16, 2024

Lingayen Campus

REA RUFO TIANGSON August 16, 2024

San Carlos City Campus

ERWIN S. ORTIZ August 16, 2024

Infanta Campus

WALTER C. NOCASA August 16, 2024

Sta. Maria Campus

RICHELLE A. JUNIO August 16, 2024

Binmaley Campus
Endorsed by the Council of Deans and Department Chairs on: August 19, 2024

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 21

FM-AA-CIA-14-Rev. 12-Aug-2024

FACULTY CONTACT INFORMATION

NAME Maria Theresa M. Diza, PhD // Arceli Adoracion G. Ramos, PhD // Simon P. Delos Santos, MAN
DESIGNATION
Facutly, General Education Department

E-MAIL ADDRESS Upon request

CONSULTATION SCHEDULE Thursday 9:00AM-12:00PM / /
OFFICE LOCATION General Education Department // College of Teacher Education office // Campus Clinic , PSU San Carlos City Campus

Adapted by: Checked by: Recommended by: Approved:

MARIA THERESA M. DIZA, PhD

Faculty

REA R. TIANGSON, PhD ARCELI ADORACION G. RAMOS, PhD LIZA L. QUIMSON, EdD
ARCELI ADORACION G. RAMOS, PhD College Dean Campus Executive Director
Department Chairperson
Faculty

SIMON P. DELOS SANTOS, MAN

Faculty

Certified for Campus/University Utilization for A.Y.2024-2025

WEENALIE T. FAJARDO, PhD MANOLITO C. MANUEL, EdD

Vice President for Academic and Student Affairs
Director for Curriculum and Instruction

COURSE SYLLABUS IN GE 6: SCIENCE, TECHNOLOGY, AND SOCIETY 22