CSTS Lesson 1 - Introduction to Science, Technology and Society, Lecture notes of Science education

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SCIENCE,

TECHNOLOGY, &

SOCIETY

a

Aklan State University

LEARNE MOD^ R’S ULE

Name: Program: Major:

The Science, Technology, and Society learner’s module for undergraduate programs of Aklan State University was prepared and compiled in response to the Commission on Higher Education’s implementation of the new curriculum. This module covers essential fields of study in science, including acquisition of knowledge through scientific investigation and fundamental concepts in chemistry, biology, physics, earth science, history, philosophy, technology and society. This learning module lends greater value to the learning experience through concise presentation of facts juxtaposed against everyday realities and significant sociological issues. Value-added enrichments and interactive supplements are similarly placed to make learning science concepts and principles an enjoyable and fruitful endeavor. Following an inquiry-based approach, the learner’s module presupposes greater understanding of concepts among readers as it engages them to ask questions, read through text, and construct new knowledge. The Science, Technology, and Society learner’s module for Undergraduate programs of Aklan State University-College of Teacher Education is composed of different elements which provide students more fun and engaging significant learning experiences despite this new adopted medium of instruction. PREFA CE

STUDY GUIDE

QR Coded links for additional readings and informative videos Step-by-step 5 E’s Model for easy to follow modular learning Engaging and student-centered activities To get directed to the corresponding link, use your internet browser to scan the QR Code

Lesson 1: Introduction to Science Technology,

and Society

• Overview
• Objectives
• Engage
• Explore
• Explain
• Expand
• Evaluate Lesson 2: In the World: Prehistoric, Ancient, Medieval/Middle Ages
• Overview
• Objectives
• Engage
• Explore
• Explain
• Expand
• Evaluate Lesson 3: Scientific Revolution
• Overview
• Objectives
• Engage
• Explore
• Explain
• Expand
• Evaluate

Lesson 4 : Modern Times

• Overview
• Objectives
• Engage
• Explore
• Explain
• Expand
• Evaluate Lesson 5:In the Philippines
• Overview
• Objectives
• Engage
• Explore
• Explain
• Expand
• Evaluate
• Post Test
• Content Resources
• Image Resources

Furthermore, every module ends with an evaluation that will measure how much have you learned in each lesson. Thus, you have to make sure that you have understood the topics well. PRE-TEST As a preview of the module, let us have a practice. Read each question carefully and answer each item. Encircle the best answer.

1. Where does the science word comes from? A. The Latin word for “exploring” B. The Greek for “education” C. The Latin for “knowledge” D. The Latin for “to study”
2. Which of the following activities is most likely to promote students' understanding of the concept of cause and effect in science? A. using leaves and a taxonomic key to identify the types of trees present near the school B. recording the time, it takes for bean seeds to germinate when given different amounts of water C. creating cross-sectional models of the Earth with clay to illustrate the thicknesses of different layers D. tracking the daily high and low temperatures of two nearby cities during a three-month period
3. A second-grade teacher is planning to read a book to the class as a way of introducing students to the variety of geographic features on Earth's surface. Which of the following types of books is likely to be most effective in stimulating students' interest in the subject matter? A. a book that explains the role of plate tectonics in the formation of mountains B. a biography of one of the first people to reach the summit of Mount Everest

C. a book about a migrating bird that describes how the land below changes during its journey D. a field guide that describes the characteristics of mountains, canyons, deserts, and waterways

4. Fourth-grade students have planted a garden at their school and find signs that an animal has eaten some of their vegetables. The students offer several ideas about what happened to their growing crops. Which of the following student statements represents a reasoned argument rather than a speculation? A. "Deer tracks are in the garden; deer likely ate our crops." B. "I saw a raccoon on the street earlier this week; a raccoon likely ate our crops." C. "A dog from a nearby house is allowed to run off leash; the dog likely ate our crops." D. "I read that rabbits like to eat vegetables; a rabbit likely ate our crops."
5. Which of these is not a requirement for a theory? A. It must be able to make predictions about related occurrences. B. It must be able to be tested. C. It must explain a set of observations. D. It must never change.
6. Which theory did Ptolemy be lieve? A. Heliocentric B. Geocentric C. Egocentric D. Eccentric
7. Which scientist/mathematician said, "doubt everything...?" and "I think, therefore I am." A. Isaac Newton B. Galileo Galilei C. Johann Kepler D. Rene' Descartes
8. Which of these examples best explains the Scientific Method? A. having faith that it will work out B. having an observation, hypothesis, test, record C. having tests without research D. having theories about the earth
9. Johann Kepler said that the planets do not revolve around the Sun in perfect circles, they are moving in? A. ellipses

C. the Socratic jest D. a debate

16. The systematic use of critical reasoning to try to find answers to fundamental questions about reality, morality, and knowledge is called _____. A. the argumentative method B. the philosophical method C. propositional logic D. syllogistic reasoning
17. The famous statement “An unexamined life is not worth living” is attributed to _____. A. Aristotle B. John Locke C. Socrates D. Plato
18. The term Neolithic Revolution refers to the A. advances in art and science. B. shift from food gathering to food producing. C. revolt of Neolithic people against earlier civilizations influence of the discovery of fire. D. moving.
19. Complex societies with advanced knowledge of farming, trade, government, and art are called? A. cultures. B. civilizations. C. cooperatives. D. agricultural villages.
20. The development of agriculture occurred during? A. simultaneously in all parts of the world. B. only between 5000 and 3000 BC. C. at various times in different parts of the world. D. only in the Indus Valley.
21. The exchange of ideas and goods between different groups of people is called A. the specialization of labor. B. cultural diffusion. C. economic civilization.

D. cultural anthropology.

22. The ability of farmers to produce grain surpluses spurred the growth of A. large urban civilizations. B. small nomadic bands. C. irrigation technology. D. small agricultural villages
23. The Paleolithic period is also called the A. Old Stone Age. B. New Stone Age. C. millennium. D. Neolithic Age.
24. The values, traditions, habits, and skills that people who live and work together share is called them? A. society. B. religion. C. culture. D. technology.
25. Which of the following was a characteristic of the Old Stone Age? A. farming B. toolmaking C. written language D. organized government
26. Which of the following is not the invention of the Filipino? A. eJepney B. Larvicidal C. Incubator D. Radio
27. Who among the following scientist invented the cinema/moving picture? A. Thomas Alva Edison B. Charles Goodyear C. Alexander Graham Bell D. Allesandro Volta
28. Which of the following is a Filipino invention? A. Salt Lamp B. Radio

you wear? How many times you ride a bus or a tricycle in a day? How often do you take your medicine or drink a soda? Do you know where those things came from and started to be used by public? Who patented these things around you which makes your life convenient? There are many questions that are in need of answers. There are scientific advancements and technologies that the society are using but knowing so little about it. It may be a product of serendipity or scientific inquisitiveness. Inventions don't generally happen by accident or in a random order: science and technology progress in a very logical way, with each new discovery leading on from the last. OBJECTIVES At the end of this lesson, you must have: a. Defined Science, Technology and Society b. Illustrated the roles and interactions between Science, Technology and Society c. Appreciate how scientific and technological developments affect society and the environment. ENGAGE If I have seen further than others, it

“ is by standing on the shoulders of

giants.

--Sir Isaac Newton

• Based on your own understanding from the quote said by Sir Isaac Newton above, take time to answer the following questions below. 1. What do you think Newton has seen? v 2. What do you think Newton3. What do you think this quote tells you about Newton’s character? EXPLORE Think of different technologies that you use more often and write it in the bubble. After that, state why is that technology became useful for you.

understanding. It comes from the Latin word which means “knowledge”.

• Done through observation of the natural phenomena, and/or through experimentation that tries to stimulate natural processes under controlled conditions. What is SCI ENCE and TECHNOLOGY?
• SCIENCE: Knowledge about or study of the natural world based on facts learned through experiments and observations.
• TECHNOLOGY: Science or knowledge put into practical use to solve or invent useful tools. How is Science used in Technology?
• Science is the pursuit of knowledge about the natural world through systematic observation and experiments. Through Science, we develop new Technologies.
• Technology is the application of scientifically gained knowledge for practical purposes.
• Scientist use technology in all their experiments.
• Science and technology help each other advance. Scientific knowledge is used to create new technologies. New technologies often allow scientists to explore nature in different ways and make new discoveries.

Roles of Science and Technology?