NORTHERN QUEZON COLLEGE, INC.

Barangay Comon, Infanta, Quezon 4336

OUTCOMES-BASED TEACHING-LEARNING PLAN

COURSE CODE:
COURSE TITLE: Science, Technology and Society

COURSE DESCRIPTION:
At the start of the semester, the teacher-in-charge will primarily set the instructional direction to deepen the (1) BEED and BSED students’ understanding 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.

Towards the middle part of the semester, BEED/BSED students will be ushered into the structures of dyad or triad learning collaboration for them to gain specific and
deeper understanding of these five fundamental scientific knowledge and technological development happen in the context of society with all its socio-political,
cultural, economic, and philosophical underpinnings at play. To examine some of the notable developments of science and technology from the perspective of history
starting from the evidences of science and technology during pre-historic times, ancient times, the contribution of Greek, Persian Romans, Arabs Chinese and Hindu in
the development of Science and Technology. Followed by the discussions on Science and Technology Historical Timeline, The Birth of Technology, Inventions (19th-
18th Century), The First Industrial Revolution (1760-1840), The Second Industrial Revolution (19th Century-1945) and The Third Scientific- Technical Revolution. And
the last part topics is on the Social, Political, Cultural & Economic Development Vis-a Vis the development of Science & Technology, Science, Technology &
Modernization, Science, Technology & State-building, Science, Technology & Capitalism, Science, Technology & Globalization.

During the middle part of the semester, BEED/BSED students will be into group learning collaboration to examine some of the notable evidences of science and technology
during the 21st century. Specifically describe the development of GMO: Genetically Modified Organisms Science Technology and Biotechnology, Trends in DNA
Technology, and Gene Therapy.

During the last part of the semester, this course will include the current issues arising from the application of science and technology such as mandatory topic on
climate change and environmental awareness. And also some of the current issues arising from the application of science and technology such as the weapons of mass
destruction, nanotechnology and food insecurity.

Throughout the semester, students will be administered a repeated-series of tests (test-retest method) with an increasing criterion reference from 60 to 70 percent to
reveal the students’ final levels of learning achievements: either still a LEARNING DEPENDENCE or already a LEARNING INDEPENDENCE. This course will culminate
into the writing of a research article about the current issues arising from the application of science and technology specifically spotlighting their realizations derived
from their hindsight, insight and foresight that will make them understand that this course from the perspective of history and the global aspects of our living and are
integral to human development following the instructional protocols of SHADOW EDUCATION.

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INSTRUCTIONAL PROTOCOL: Shadow Education is dominantly used for instructional delivery to be strongly complemented and supported by the use of (1) Repeated
Testing Series with Progressive Criterion Reference from 60 to 70 percent for Learning Independence, (2) Visual-Auditory Delivery System like LCD Presentation,
Lecture Written Handouts, Reflection Task Sheets, Research Task Sheets, and (3) Strong Learner Core Leadership and Management.

COURSE CREDITS: 3 Units

TOTAL SEMESTER’S CONTACT HOURS: 54

PREREQUISITES: None

COURSE PLACEMENT: First Semester of First Year (BEED/BSED)

NQCI VISION: NQCI envisions to be the center of quality education that forms students to become integrally-developed leaders for God, country, and the world.
NCQI MISSION:
 Provide access to quality education at an affordable cost.
 Offer programs responsive to the needs of the people, society and the world.
 Integrate moral and spiritual values in its all programs.
 Instill the spirit of cooperativism in the College and its community extension programs.
NCQI GOALS:
 Produce globally competitive graduates who can contribute to the general welfare of society by molding a highly qualified and morally upright workforce united in
their commitment to achieve quality education.
 Properly utilize resources, facilities, and systems needed in the pursuit of quality education above the compliance with the requirements of CHED, DepEd, TESDA
and other government and non-government agencies as well as local linkages.
NQCI OBJECTIVES:
 Provide an opportunity for students including those from marginalized sectors and families to avail quality education.
 Develop faculty and staff through seminars, workshops, trainings, conferences, and enrolment in advanced degree programs.
 Give recognition and incentives to faculty, staff, and students for exemplary performance.
 Invest the funds of the College for upgrading instruction, conduct of research, delivery of extension services towards scientific, ecological, social, and
technological development for the upliftment of the quality of life.
 Establish linkages with the industry and with different individuals, groups as well as other mutually beneficial organizations here and abroad.
NQCI CORE VALUES:
 INTEGRITY: NQCI is committed to nurturing a community of trustworthy, morally upright and accountable workforce in the performance of tasks and in
representing the College in all transactions.
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  EXCELLENCE: NQCI is committed to achieving the highest standard of quality in its mandated functions of instruction, research and community extension.
 SERVICE: NQCI is committed to becoming a resource of leaders, competent professionals, entrepreneurs, researchers, and scholars who are socially responsible
for building a humane, peaceful and progressive community and country.
 INNOVATION: NQCI is committed to exploring contemporary trends in the educational sphere by developing new systems and processes that ensure the
advancement of the College’s VMGO.
 PROFESSIONALISM: NQCI is committed to becoming a zone of highly educated individuals who behave appropriately in varied situations, take responsibility
and accountability for decisions and actions, have respect for self and others, and act as good role models to colleagues and others.

BEED/BSED PROGRAM VISION: To become a leading teacher education institution that can transform prospective K-12 teachers into highly committed,
compassionate, and competent teachers and educational leaders in the local and global communities.

BEED/BSED PROGRAM MISSION: To prepare education students to be become teachers who can demonstrate desirable moral and work values, ethical leadership,
and pedagogical and professional competence for local and global workplaces.

NQCI GRADUATES’ ATTRIBUTES: INTENDED LEARNING OUTCOMES:

1. Professional Competence  Can apply relevant knowledge and skills into the field of specialization in the workplace

2. Analytical and Problem Solving Skills  Can exercise analytical, critical, creative, and innovative thinking skills in solving problems
3. Communication Skills  Can demonstrate effective oral and written communication skills using the English Language
4. Lifelong Learning Skills  Can continuously and independently acquire knowledge, skills, and values directly or indirectly
from formal, non-formal and informal learning
5. Social and Ethical Responsibility  Can hold and uphold ethical values and practical beliefs for peace-loving environment
 Is conscious of freedom consistent with industry, and of desired values for global citizenship
PROGRAM OBJECTIVES: To prepare BEED/BSED students to be professional teachers who will be competent in both content and pedagogy for practice in the K-12
curriculum locally and globally by providing:
1) basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
2) deep and principled understanding of the learning processes and the role of the teacher in facilitating using these processes in achieving students’ learning.
3) deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes.
4) meaningful and comprehensive knowledge of the subject matter they will teach.
5) wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment and teaching
approaches).
6) direct experience in the field and classroom.
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7) practice for the professional and ethical requirements of the teaching profession.
8) understanding that can facilitate the learning of a diverse type of learners in varying type of learning environments, using a wide range of teaching knowledge and
skills.
9) understanding on the relationships among teaching process skills, the learning processing by the students, the nature of the content, and the broader social forces
encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices.
10) activities that involve creative and innovative thinking for developing alternative teaching approaches that eventually provide them with understanding of the
risks in trying out these innovative approaches.
11) deep understanding of their profession in order to better fulfill their mission as professional teachers.

COURSE OUTCOMES: Towards the end of semester, BEED/BSED students will be administered a repeated-series of tests that will reveal a certain degree of LEARNING
INDEPENDENCE, and a series of reflection journals about their learning gained from the repeated series of testing based on the faculty’s implemented instructional
protocols leading them to the theoretical and operational understanding of SHADOW EDUCATION.

BASIC TEXTBOOK: Aldea, Caronan and Candido Science, Technology and Society (OBE READY). ( 2018) Books Atbp. Publishing Corp. Ⓒ 2018 ISBN 978-621-
409-101-0 Edition 1 172 Pages

Other REFERENCES:
Print: Serafica JJ, Pawilen GT, Caslib B Jr., Alata EP. (2018). Science, Technology and Society. Rex Book Store.
Lucchi, N. 2016. Interactions Between Science, Technology and Society: An Introduction from https://link.springer.com/chapter/10.1007/978-3-319-30439-7_1
Stanford Encyclopedia of Philosophy, 2017. Scientific Revolutions from https://plato.stanford.edu/entries/scientific-revolutions/
Online: EduQuest and ProQuest

COURSE OUTLINE

20 LEARNING OUTCOMES following TEACHING-LEARNING PROCESSES

BLOOM’S SIX THINKING SKILLS

At the end of every teaching engagement Teaching Engagements Learning Engagements

session, BEED/BSED students are expected to Weekly Topics
demonstrate learning independence when Teaching Activities Instructional Periodic Learning
they are able to: Resources Assessment
1) Give a personal reflection on the mission Week 1: Teacher-Led In-Class LCD Presentation with Individual Writeshop for
and vision of NQCI as well as on the NQCI Mission-Vision-Objectives Discussion Reflection Task Sheet 1 Journal 1: Nuggets of
cognitive demands of the Course Syllabus and Syllabus Orientation and Handout 1 Realization (1st Formative
Test--20 points)
2) Mapping the condition of different topics STS Framework and Design In-Class Discussion and LCD Presentation with Individual Writeshop for
in Science, Technology and Society. A. Goals of STS RRL Group Brainstorming Research Task Sheet 1 Journal 2: Article on
and Handout 2

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3) Evaluate the content of different topics in B. Nature of STS Science and Practical
STS Derivation of Insights
C. Scientific Method (2nd Formative Test--20
points)
D. Values and Attitudes

E. Nature of Technology

1st General Summative-

Diagnostic Test
Week 2: General Pre-TEST with Learning Feedback and Item Analysis Individual Written Test:
100 items @ Criterion
Reference of 60 %
4) Generalize the concept of science, Week 3: LCD Presentation with Individual Writeshop for
technology and society and its significance Science, Technology & Society Reflection Task Sheet 2 Journal 3: Topical
to society in contemporary world to be from the Perspective of History: and Handout 3 Reflections on the four
derived from the in-class discussions. 1. Evidence of Science and Aspects of Development
5) Establish clear understanding of the Technology during Pre- Science & Technology
development of Science and Technology historic times (3rd Formative Test--20
during Ancient times, and its impact to 2. Evidences of Science and points)
society. Technology during
6) Explicate and recognize the significance Ancient Times
of the contribution of Greeks, Persians and 3. The contribution of Greek,
Romans to the development of Science and Persian and Romans in
Technology. the Development of
7) Compare and contrast the development Science and Technology
of Science and technology that occurred in 4. The contribution of
Arabs, Chinese and Hindu. Arabs, Chinese and Hindu
8) Analyze the Science and Technology in the Development of
Historical Timeline. Science and Technology

Week 4. Introduction to Science,

Technology and Society
A. Science and Technology
Historical Timeline
B. The Birth of Technology
C. Inventions (19th-18th
Century)

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 D. The First Industrial
Revolution (1760-1840)
E. The Second Industrial
Revolution(19th Century-
1945)
F. The Third Scientific-
Technical Revolution
(1945- )

9) Differentiate the Social, Political, Cultural Weeks 4-5 Teacher-Led Discussion LCD Presentation with Individual Written Concept
& Economic Development with the Social, Political, Cultural & with Randomized Handout 4, and Test Test: DIAGNOSIS
development of Science & Technology Economic Development Vis-a Vis Individual Feedback Questionnaire 1 (1st Summative Test--50
10) Pass the Individual Written Concept the development of Science & Discussion items @ Criterion Reference
Test within an increasing criterion level of : Technology of 60%)
Individual Written Test: 50 items @ A. Science, Technology &
60 percent Modernization
B. Science, Technology &
State-building
C. Science, Technology &
Capitalism
D. Science, Technology &
Globalization
 Individual Written Re-Test: 50 items Individual Written Concept
@ 70 percent Re-Test: ACHIEVEMENT
Week 5: PRELIMINARY EXAMINATION (1st Summative Test--50
items@ Criterion Reference
of 70%)

11) Describe the development of Science Weeks 6-9 Teacher’s Oral Reporting LCD Presentation with Paired Written Test: 2nd
and technology in the 21st Century. 21st Century Technology with Dyad Discussion Test Questionnaire 2 Summative-DIAGNOSTIC
12) Elucidate and recognize the significance 1. GMO: Science, Health and and 2.1, and Handout Test with 30 items per
of the different inventions to the society Politics 5 specific topic
13) Explicate and recognize the significance 2. STS and Biotechnology (Total: 120 items@
of the technology invented during the 21st 3. Trends in DNA Criterion Reference of 60%)
Century Technology
14) Pass the Paired Written within an 4. Gene Therapy
increasing criterion level of :
 Paired Written Test: 120 items @ 60
percent
pg. 6
  Paired Written Re-Test: 120 items @ Paired Written Re-Test: 2nd
70 percent Summative-ACHIEVEMENT
Week 9: MIDTERM EXAMINATION Test with 30 items per
specific topic
(Total: 120 items @
Criterion Reference of 70%)
15) Describe the current issues arising from Weeks 10-11 Teacher’s Oral Reporting LCD Presentation with Group Written Test: 3rd
the application of Science and Technology; Mandated Topic: with corresponding Test Questionnaire 3 Summative-DIAGNOSTIC
16) State the meaning of climate change, Current Issues Arising from the Small Group Discussion and 3.1, and Handout 6 Test with 30 items per
global warming and greenhouse effect; Application of Science and specific topic
17) Pass the Small Group Written within an Technology (Total: 90 items @ Criterion
increasing criterion level of : 1. Climate Change Reference of 60%))
 Group Written Test: 90 items @ 60
percent

 Group Written Re-Test: 90 items @ Group Written Re-Test: 3rd

70 percent Summative-ACHIEVEMENT
Week 12: PRE-FINAL EXAMINATION Test with 30 items per
specific topic
(Total: 90 items @ Criterion
Reference of 70%)
18) Identify the effects of these WMD both Week 13-16 Individual Reading of Test Questionnaire 4 2nd General Summative-
to humans and the environment Current Issues Arising from the Written Lectures in and 4.1, and Handout 7 DIAGNOSTIC Test
19) Describe the development of Application of Science and Handout 7
Nanotechnology and its importance to Technology FINAL Individual Written
society; describe some devices that develop 1. Weapons of Mass Paired or Small Group Achievement-Diagnostic
nanotechnology and understand the use and Destruction Discussion from Completion of Test: 100 items @ Criterion
implications of Nanotechnology. 2. Nanotechnology Individual Reading of Research Task Sheet Reference of 60%)
20) Understand the importance and 3. Food Insecurity Written Lectures in
implications of food insecurity in the Handout 7
development of science and technology
21) Pass the Paired Written within criterion
level of :
 FINAL Individual Written Test: 100
items @ 60 percent
 FINAL Individual Written Re-Test: 1st General Summative-
100 items @ 70 percent Achievement Test

pg. 7

22) Write a research journal article on
gaining practical experiences from Shadow
Education
CONSULTATION HOURS: M-F (11:00-12:00)
Week 17: GENERAL ACHIEVEMENT POSTTEST with Learning Feedback and Item FINAL Individual Written
Analysis (Final Examination) Achievement Re-Test: 100
items @ Criterion Reference
of 70%
Week 18: Student Completion of Course Requirements, Final Encoding of Grades & Individual and Group
Submission of Grading Sheets Writeshop for Journal 4:
Journal Research Articles
Individual and Group Writing of Empirical narrative-descriptive research on their on one’s gaining of
experiences in this course practical experiences from
Shadow Education
(100 points)

COURSE REQUIREMENTS: (1) TWO General Pre-Post Tests, (2) FOUR Term Written Examinations in Repeated Two Series with increasing criterion reference from 60
to 70 percent to be done in Single-Paired-Group-Single Repeated Series, (3) THREE Written Reflection Journals with Rubrics, and (4) ONE Integrating Research Journal on
Experiences on Science and Technology (soft and hard copies to be clipped)

TOTAL SCORE TO BE EARNED: 980

PASSING SCORE: 686 @ 70 Criterion Reference
GRADING SYSTEM: Hierarchically cumulative grading system with a progressive or increasing criterion at 70 Criterion Reference

Score Range Numerical Grade Equivalent Verbal Interpretation

947-980 1.0 Outstanding
914-946 1.25 Excellent
882-913 1.50 Superior
851-881 1.75 Very Good
818-850 2.0 Good
785-817 2.25 Fairly Good
752-784 2.50 Fair
719-751 2.75 Poor
686-718 3.0 Very Poor
619-685 Conditional Passing (Removal Examination) Struggling to Pass
Below 619 Failure Failure

pg. 8
PREPARED by: MRS. PRESENTACION S. PUJEDA Date: __________ NOTED by: MISS CECILIA BONGCAYAO Date: __________
Faculty in Charge Chief Librarian
1st REVIEW by: ________________________ Date: __________
Faculty Peer Content Expert

2nd REVIEW by: MISS LEAH HERMOGENES Date: __________ Language EDITED by: Honey Grace Dig Date: __________
BSED Program Head (BSED Curricular Review) Quality Assurance Head

2nd REVIEW by: MR. MORRIS CENTENO Date: __________

BEED Program Head (BEED Curricular Review)

APPROVED by: DR. FERDINAND C. LACUATA Date: __________

College Dean

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