Science, Technology, and Society Learning Module 01 PDF

Learning Module 01 Science, Technology, and Society made possible in partnership with Flexible Learning All-in-One Solution for Higher Education Institutions in Region III (FLASHEIR3) This...

Learning Module 01 Science, Technology, and Society made possible in partnership with Flexible Learning All-in-One Solution for Higher Education Institutions in Region III (FLASHEIR3) This is a property of Commission on Higher Education NOT FOR SALE  Science, Technology, and Society Historical Developments in STS Learning Module 01 First Edition, 2021 Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.” Borrowed materials included in this module are owned by their respective copyright holders. Every effort has been exerted to reach and seek permission to use these materials from their respective copyright owners. The University and authors do not claim ownership over them. Published by the Commission on Higher Education – Region III in cooperation with the Flexible Learning All-in-One Solution for Higher Education Institutions in Region III Learning Module Development Team Collaborators: Learning Packet 01 – Historical Antecedents That Revolutionized S & T in the World Lucky Sonny A. Ligsanan Emellie Y. Matito Virginia S. Velasco Learning Packet 02 – Historical Antecedents That Revolutionized S & T in the Philippines Beverlyn Rose B. De Alba Cindy A. Domingo Racquel Z. Rubico Learning Packet 03 – Intellectual Revolutions That Defined the Society Gillian Rose R. Salvador Learning Packet 04 – Intellectual Revolutions That Defined the Society Catherine E. Lara Teresa V. Apagalang Brandon E. Estigoy Maricel Edurain Doren Ruth Canisi Jane Danila Marilou Marave Quality Management Team: Lucky Sonny A. Ligsanan, MASEd Physics Sunshine S. Talavera, PhD Marianne N. Gonzales, MAEd Facilitators 2  Science, Technology, and Society Cristina G. Rivera Richmon L. Carabeo Technical Support Emmanuel C. Macaraeg, PhD, CESE Overall Coordinator, Course Module Development Myrna Q. Mallari Project Leader, FLASHEIR3 Maria Teresa S. Salta, PhD Education Supervisor, CHEDRO3 Ma. Teresita Macanas Semana, PhD, CESO IV OIC Regional Director, CHEDRO3 3  Science, Technology, and Society Netiquette Guide for Online Courses It is important to recognize that the online classroom is in fact a classroom, and certain behaviors are expected when you communicate with both your peers and your instructors. These guidelines for online behavior and interaction are known as netiquette. Security Remember that your password is the only thing protecting you from pranks or more serious harm.  Don't share your password with anyone.  Change your password if you think someone else might know it.  Always log out when you are finished using the system. Appearance Bear in mind that you are attending a class, dress appropriately. General Guidelines When communicating online, you should always:  Treat your instructor and classmates with respect in email or any other communication.  Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.  Unless specifically invited, don’t refer to your instructor by first name.  Use clear and concise language.  Remember that all college level communication should have correct spelling and grammar (this includes discussion boards).  Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of “you.”  Use the prescribed font Palatino Linotype and use a size 10-point font.  Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS YELLING.  Limit and possibly avoid the use of emoticons like :) or J.  Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion post and your message might be taken seriously or sound offensive.  Be careful with personal information (both yours and other’s).  Do not send confidential information via e-mail. Email Netiquette When you send an email to your instructor, teaching assistant, or classmates, you should:  Use a descriptive subject line.  Be brief.  Avoid attachments unless you are sure your recipients can open them.  Avoid HTML in favor of plain text.  Sign your message with your name and return e-mail address.  Think before you send the e-mail to more than one person. Does everyone really need to see your message? 4  Science, Technology, and Society  Be sure you REALLY want everyone to receive your response when you click, “reply all.”  Be sure that the message author intended for the information to be passed along before you click the “forward” button. Message Board Netiquette and Guidelines When posting on the Discussion Board in your online class, you should:  Make posts that are on topic and within the scope of the course material.  Take your posts seriously and review and edit your posts before sending.  Be as brief as possible while still making a thorough comment.  Always give proper credit when referencing or quoting another source.  Be sure to read all messages in a thread before replying.  Don’t repeat someone else’s post without adding something of your own to it.  Avoid short, generic replies such as, “I agree.” You should include why you agree or add to the previous point.  Always be respectful of others’ opinions even when they differ from your own.  When you disagree with someone, you should express your differing opinion in a respectful, non-critical way.  Do not make personal or insulting remarks.  Be open-minded. (Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf) 5  Science, Technology, and Society About the Faculty or Authors The faculty/authors are advised to introduce themselves to the learners to establish a social presence by providing a brief background about themselves—their educational background, line of specialization and other major accomplishments. 6  Science, Technology, and Society Table of Contents Netiquette Guide for Online Courses i Security i Appearance i General Guidelines i Email Netiquette i Message Board Netiquette and Guidelines ii About the Faculty or Authors iii Table of Contents iv Course Overview vi Introduction vi Key Learning Competencies vi Course Details: vi Learning Management System vi Assessment with Rubrics vii Final Requirement with Rubrics vii Grading System vii Course Policy vii Module Overview viii Learning Packet 01 2 Activity Sheet 11 Assessment 12 Assignment 13 References 14 Learner’s Feedback Form 15 Learner’s Performance Report 16 List of Contributors 17 Learning Packet 02 19 Activity Sheet 38 Assessment 39 Assignment 40 References 41 Learner’s Feedback Form 42 Learner’s Performance Report 43 7  Science, Technology, and Society List of Contributors 44 Learning Packet 03 46 Activity Sheet 59 Assessment 60 Assignment 61 References 62 Learner’s Feedback Form 63 Learner’s Performance Report 64 List of Contributors 65 Learning Packet 04 67 Activity Sheet 82 Assessment 83 Assignment 84 References 85 Learner’s Feedback Form 88 Learner’s Performance Report 89 List of Contributors 90 Learner’s Performance Report (Summary) 91 8  Science, Technology, and Society Course Overview Introduction This course deals with the interactions between science and technology and social, cultural, political and economic contexts that shape and are shaped by them. The interdisciplinary course engages the 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. This course seeks to instill reflective knowledge in the students that they are able to live good life and display ethical decision making in the face of scientific and technological advancement. The course also includes mandatory topics on climate change Key Learning Competencies o Exhibit historical developments and current issues in science and technology that influences nation. o Analyze technological advancements and their effects on humanity. o Respond to the call to minimize the risks, negative effects, and consequences to build ethical considerations to specific issues in STS development. Course Details:  Course Code: NGEC 0913  Course Title: Science Technology and Society  No. of Units: 3 units  Classification: lecture-based  Pre-requisite / Co-Requisite: None  Semester and Academic Year: 1st Semester 2021-2022  Schedule  Name of Faculty  Contact Details Email: Mobile Number: Viber: Messenger:  Consultation Day: Time: Learning Management System Learning Management System: __________________ Invite Link: ______________________________ Class Code: __________________ 9  Science, Technology, and Society Assessment with Rubrics Learning Module 1:  TIMELINE OF NOTABLE PARADIGM SHIFTS IN SCIENCE AND TECHNOLOGY (Rubrics for Checking Timeline)  TIMELINE OF NOTABLE PARADIGM SHIFTS IN SCIENCE AND TECHNOLOGY IN THE PHILIPPINES (Rubrics for Checking Timeline)  TIMELINE OF INTELLECTUAL REVOLUTIONS (Rubrics for Checking Timeline)  ARTICLE WRITING (Rubrics for Checking Article) Learning Module 2:  ONLINE INTERVIEW (Rubrics for Online Interview)  PHOTO COLLAGE (Rubrics for Photo Collage)  PERSONAL CONSUMPTION AUDIT (PART 2) (Rubrics for Discourse Question)  CRITICAL ANALYSIS (Rubrics for Critical Analysis) Learning Module 3:  ESSAY (Rubrics for Discourse Questions)  ARTICLE WRITING (Rubrics for Checking Article)  ARTICLE WRITING (Rubrics for Checking Article)  ESSAY (Rubrics for Discourse Question)  PHOTOJOURNALISM (Rubrics for Checking Photo Journal)  CRITICAL ANALYSIS (Rubrics for Checking Critique Paper)  INFOGRAPHICS (Rubrics for Checking Infographics) Final Requirement with Rubrics BLOG IN SCIENCE AND TECHNOLOGY (Rubrics for Evaluating Blogs) Grading System (Present the grading system to the learners) Course Policy (Present the policies to be implemented and observed by both the faculty and learners.) 10  0323 Science, Technology, and Society Module Overview Introduction This module will exhibit historical developments and revolutions in science and technology that influences nation building.  Topic 01: Historical Antecedents That Revolutionized the S & T in the World  Topic 02: Historical Antecedents That Revolutionized the S & T in the Philippines  Topic 03: Intellectual Revolutions that Defined the Society  Topic 04: Philippine Government Policies in Science and Technology Learning Outcomes Learning Outcome 01: Exhibit the historical antecedents that revolutionized science and technology in the world. Learning Outcome 02: Exhibit the historical antecedents that revolutionized science and technology in the Philippines. Learning Outcome 03: Illustrate the significant turning points for Renaissance, Scientific revolution, Age of Enlightenment, and industrial revolutions. Learning Outcome 04: Evaluate the impact of science and technology in Philippine Nation Building. Minimum Technical Skills Requirement Drawing/Graphical Design, Article Writing and Networking Learning Management System Learning Management System: __________________ Invite Link: ______________________________ Class Code: __________________ Duration  Topic 01: Historical Antecedents That Revolutionized the S & T in the World = 3 hours  Topic 02: Historical Antecedents That Revolutionized the S & T in the Philippines = 3 hours  Topic 03: Intellectual Revolutions that Defined the Society = 3 hours  Topic 04: Philippine Government Policies in Science and Technology = 3 hours Delivery Mode Online (Asynchronous or synchronous) Module Requirement with Rubrics  OUTSTANDING WORK FROM THE PAST  CRISIS OF SHIFT  CURRENT OUTSTANDING WORK  BACK THROUGH TIME  CRISIS OF SHIFT (Philippine history)  OUTSTANDING FILIPINO SCIENTIST  MY SCIENTISTS 11  Science, Technology, and Society  BENEFITS OF SCIENTIFIC REVOLUTION  SURVEY ON GENERAL AWARENESS ABOUT 4TH INDUSTRIAL REVOLUTION  SCAVENGER HUNT ACTIVITY  PHILIPPINE GOVERNMENT POLICIES FOR INDIGENOUS KNOWLEDGE  POSTER MAKING 12  Science, Technology, and Society Learning Module 01 Historical Developments in STS Learning Packet 01 Historical Antecedents which Revolutionized Science and Technology in the World 13  Science, Technology, and Society Learning Packet 01 Historical Antecedents Which Revolutionized Science and Technology in the World Introduction Looking into the timeline of progress of science, it will give you a grasp on where is science today in your community. Enhancing the progress of science must continue to be an important priority to meet the future needs of mankind (Rörsch, 2014). Objectives 1. Discuss the historical antecedents in science and technology that leads to current scientific knowledge and advance technological innovations in the world. (Ancient, Middle and Modern). 2. Discuss how scientific and technological developments affect society and the environment. 3. Exhibit the historical antecedents that revolutionized science and technology in the World. Learning Management System Learning Management System: __________________ Invite Link: ______________________________ Class Code: __________________ Duration  3 hours (2 hours self-directed learning with practical exercises and 1 hour assessment) Delivery Mode  Online (Asynchronous or synchronous) Assessment with Rubrics Task: TIMELINE OF NOTABLE PARADIGM SHIFTS IN SCIENCE AND TECHNOLOGY Due date: After the assigned week for the topic Uploading Procedure: 1. Save file in chosen format (Microsoft Word Document, JPEG, PDF or MP4) 2. Upload your work in the assigned LMS for the course. 3. Upload your work in the created blog of your group. Rubrics for Checking: Criteria 3 points 2 points 1 point 0 (Zero) Creativity All the 3 2 out of three Only 1 out of No  Neatly characteristics characteristics three answer designed are observed. are observed. characteristics  The use of are observed. font, colors and styles are consistent that shows a 14  Science, Technology, and Society logical pattern.  Supported by correct photographs or drawings. Information All the 3 2 out of three Only 1 out of No  Dates and characteristics characteristics three answer details of the are observed. are observed. characteristics listed events are observed. are correct.  Complete elements of a timeline are included.  Events are presented in chronological order. Paragraph All the 3 2 out of three Only 1 out of No  Grammar is characteristics characteristics three answer acceptable. are observed. are observed. characteristics  Spellings are are observed. correct.  Free from plagiarism. Requirement with Rubrics Tasks:  OUTSTANDING WORK FROM THE PAST  CRISIS OF SHIFT  CURRENT OUTSTANDING WORK Due date: After the assigned week for the topic Uploading Procedure: 1. Save file in chosen format (Microsoft Word Document, JPEG, PDF or MP4) 2. Upload your work in the assigned LMS for the course. Rubrics for Checking: Criteria 3 points 2 points 1 point 0 (Zero) Claim All the 3 2 out of three Only 1 out of No  The answer characteristics characteristics three answer is related to are observed. are observed. characteristics the question. are observed.  The answer is free from plagiarism.  The answer is organized and readable. Evidence All the 3 2 out of three Only 1 out of No 15  Science, Technology, and Society  Used any characteristics characteristics three answer form of are observed. are observed. characteristics evidence to are observed. support the claim.  The evidence is related to the claim.  The evidence is readable and can be understood. Reasoning All the 3 2 out of three Only 1 out of No  The characteristics characteristics three answer connection are observed. are observed. characteristics between are observed. claim and evidence was explained.  The reasoning leads to an acceptable context.  The reasoning is free from plagiarism. Readings Enhancing the progress of science must continue to be an important priority to meet the future needs of mankind (Rörsch, 2014). However, progress presented can’t be documented true to its meaning without understanding the past events. One must grasp first the history or timeline of science development to compare if the current discovery or contribution is considered a step higher from its predecessor or has originality. The following links contains detail that can assist you on the topic. The Scientific Revolution (https://www.youtube.com/watch?v=vzo8vnxSARg) Timeline of Major Scientific Inventions & Discoveries from Ancient Period to 19th Century (https://www.youtube.com/watch?v=t96ElfeuhK0) Pre-Assessment Key Points: Describe notable events in world history that revolutionized science. 16  Science, Technology, and Society  Looking back to Lesson Proper the 1500s the Renaissance has Review been going on for What are the factors for paradigm shift to occur? almost 200 years. This period was Activity characterized by rediscovering the OUTSTANDING WORK FROM THE PAST knowledge from the Greeks and 1. Search for an image online or take a picture of an from the Romans. invention/discovery.  The medieval 2. Name the proponent and the period from the period is timeline of science progress the frequently referred discovery/invention was made. to as the “Dark Ages” Yet several 3. Explain how this discovery/invention fields of the arts revolutionized science during that period. flourished, and 4. Save the file of your output in MSWord, JPEG or interesting PDF format. discoveries were 5. Upload your output (including your answer to made in sciences processing the activity) to the created LMS for the  The decline in the course. power of the church due to Processing of the Activity interest in When do we consider a discovery/invention scientific revolutionary? discoveries give rise to Enlightenment Brief Lesson Age which used the reasoning- based thinking NOTABLE PERIODS IN THE PROGRESS OF SCIENCE from the Scientific Revolution.  Greeks; the Harbingers  The power given from humanity Between 600 and 300 BC Ancient Greece saw the from the scientific early studies and discoveries of several branches of revolution had natural sciences such as astronomy, mathematics and become more biology. Sciences at this time grow with art and significant when aesthetics, principally literature, theatre and pottery. applied during the The Greek are considered the harbingers of western Industrial Revolution. civilization due to the combination of these very varied cultural activities. Definition of Terms:  Medieval Period The medieval period is frequently referred to as the Dark Ages. A time “Dark Ages”. Several fields of the arts flourished, and during which a interesting discoveries were made in sciences such as civilization chemistry which is transmitted to Europe from old undergoes a decline Alexandria through the Arabs in the 13th century Colonizers. Countries that (Rörsch, 2014). At that time also the oldest occupy a native 17  Science, Technology, and Society universities were established (Cambridge 1209, country and asserts Montpellier 1220, Padua 1222, Sorbonne 1253, political control in it. Valladolid 1292). The spiritual world in Europe was Harbingers. A dominated by the Roman Catholic Church, where forerunner of something obedience to the Church’s enforced doctrines without Notable. Worthy of questioning was observed. This influence of the attention or notice Catholic Church affected science. Galileo Galilei Revolutionary (1616) was accused of being a heretic when he Fearlessly presented the evidence that the Earth was circling the advocates radical Sun, instead of the other way round, and that sunrise change and sunset are caused by the planet’s rotation around its axis. In 1632, he published a book that stated, Hazard Alerts: among other things, that the heliocentric theory of Copernicus was correct. Galileo was once again called None before the Inquisition and this time was found guilty of heresy where he was sentenced to life imprisonment in 1633.  The Age of Enlightenment and Industrial Revolution Authoritative powers weaken at the beginning of Age of Enlightenment. Civilian class became interested in the activities of scientists and philosophers. In the 18th century science even became a kind of fashion, in the sense that people gathered to see the wonders of nature demonstrated through experimental performance. Applications of this knowledge in the Industrial Revolution leads to progress in navigation and warfare that allowed Britain (and Spain, Portugal and the Netherlands) to colonize the rest of the known world. This transition was essentially the change from manual production to machinery which led to increased chemical manufacturing and iron production processes, enabled by the increasing use of steam power as an energy source produced by the burning of coal.  Modern Science After the Industrial Revolution The number of influential scientists and inventors during the 19th century is too large to mention. Yet, here are the few who made outstanding contributions to the progress of science. In biology, Darwin in his treatise On the Origin of Species, published in 1859 became the unifying theory of the life sciences, explaining the diversity of life. In physics, Maxwell (electromagnetic Filed), Boltzmann (Statistical Mechanics), Planck (Quantum Physics), Kelvin (Absolute temperature), van der Waals (Intermolecular Forces), Fourier (Greenhouse effect), and, 18  Science, Technology, and Society in other disciplines, Pasteur (Pasteurization) and Curie (X-rays). The beginning of the 20th century was marked by Einstein’s theory of relativity (1905). The first half of the century saw many other physicists celebrated for breakthroughs in physics. In the year 1953 Crick and Watson describe the structure of DNA, the carrier of genetic information. The second half of the 20th century continued to make great progress in physics, chemistry, biology, geology and astronomy. The development of the transistor (by William Shockley, John Bardeen and Walter Brattain) led to great advances in information technology. In nuclear physics the discovery of sub-atomic particles provided a great leap forward. In biology, the deciphering of the genetic code and the regulatory mechanisms in living cells paved the way for “genetic engineering. In astronomy, the borders of the universe came into the picture through the discovery of black holes and dark matter. PARADIGM SHIFT The renaissance and enlightenment age shows the scientific revolutions in Europe. An era of scientific discoveries and shift from one theory to another. Different sciences undergo “revolutions” when scientists gather enough data that they can’t explain using their current paradigm. A paradigm shift happens when the known valid science or normal science of that time was collecting observe anomalies. If this collected anomalies continues to increase it forms a crisis that requires a scientific revolution or new paradigm. When Aristotle thought that heavier objects fall faster than lighter objects when dropped at the same time at the same height it becomes a normal science or paradigm for years until many people are experiencing events that does not satisfy Aristotle’s theory. So, when Galileo added another anomaly by proving that massive and less massive objects reached the ground at the same time when dropped from the same height, the current paradigm shifted to Galileo’s theory and created a paradigm shift. Enhancement Activity CRISIS OF SHIFT Aside from the story of Galileo and Aristotle, identify one 19  Science, Technology, and Society paradigm shift in science in the course of World History. Describe the crisis of shift from old normal science to new normal science. Upload your output to the created LMS for the Course. Generalization 1. What are the different periods considered in history of science progress? 2. What are the significant contributions of the Greeks in the progress of science? 3. What hampers the progress of science in the Middle Ages? 4. What are the highlights of science progress in the Renaissance Period? 5. What are the highlights of science progress in the Age of Enlightenment? 6. What are the highlights of science progress in the industrial revolution? 7. What are the highlights of science progress in the modern period (modern science)? Application CURRENT OUTSTANDING WORK 1. Search for an image online or take a picture of an invention/discovery in our present time. 2. Name the proponent of the selected discovery/invention. 3. Explain how this discovery/invention revolutionized science at present time. 4. Save the file of your output in MSWord, JPEG or PDF format. 5. Upload your output to the created LMS for the course. Course Packet Discussion Forum 1. The instructor-in-charge in the course will provide a weekly topic for the group to discuss. 2. Create a small group (5-6 members). 3. Select an application that can allow group discussions (messenger, google meet, zoom). 4. Choose a moderator to report to a larger class with a group summary of the highlights of the discussion. Alternatively, the report can be posted by the moderator in the created weekly discussion board by the instructor-in-charge. Topic for week #1: The Needham Question: All historians, 20  Science, Technology, and Society however, agree that Ancient China made no backward step during the medieval period. Why was China later overtaken by the West despite its earlier successes? Post-Assessment 1. Is one anomaly in the normal science enough to cause a paradigm shift? 2. Which period in the progress of science shows great discoveries? Additional Activity ESSAY 1. Why are the Greeks considered the harbingers of western civilization? 2. Why did Galileo need to have his last work, Discorsi, smuggled for publication to The Netherlands? 3. Why is the 20th century described as the “Physics and Information Age”? Annexes Answer key 21  Science, Technology, and Society References Shuttleworth, M., & Wilson, L. (2008). What is a paradigm. Retrieved January, 15, 2015. Rörsch, A. (2014). The progress of science—Past, present and future. Humanities, 3(4), 442-516. https://www.history.com/this-day-in-history/galileo-is- accused-of-heresy 22  Science, Technology, and Society Activity Sheet Name: ______________________________________ Score: ___________ Yr. & Sec.: _________ Group no. _______ Date: ___________ OUTSTANDING WORK FROM THE PAST 1. Search for an image online or take a picture of an invention/discovery. 2. Name the proponent and the period from the timeline of science progress the discovery/invention was made. 3. Explain how this discovery/invention revolutionized science during that period. 4. Save the file of your output in MSWord, JPEG or PDF format. 5. Upload your output (including your answer to the question below) to the created LMS for the course. Question: When do we consider a discovery/invention revolutionary? 23  Science, Technology, and Society Assessment TIMELINE OF NOTABLE PARADIGM SHIFTS IN SCIENCE AND TECHNOLOGY  Create a small group (5-6 members).  Create a Timeline of Notable Paradigm Shifts in Science and Technology throughout the course of world history. You may try mobile applications that can generate 3D format of timelines.  Upload the output in your group’s blog and on the assigned LMS of the course. 24  Science, Technology, and Society Assignment Name: ______________________________________ Score: ___________ Yr. & Sec.: _________ Group no. _______ Date: ___________ What factors during the Industrial and Modern Science made them discover great discoveries? 25  Science, Technology, and Society References Shuttleworth, M., & Wilson, L. (2008). What is a paradigm. Retrieved January, 15, 2015. Rörsch, A. (2014). The progress of science—Past, present and future. Humanities, 3(4), 442-516. https://www.history.com/this-day-in-history/galileo-is-accused-of-heresy https://www.youtube.com/watch?v=vzo8vnxSARg https://www.youtube.com/watch?v=t96ElfeuhK0 26  Science, Technology, and Society Learner’s Feedback Form Name of Student: ___________________________________________________ Program : ___________________________________________________ Year Level : ___________ Section : ___________ Faculty : ___________________________________________________ Schedule : ___________________________________________________ Learning Packet : Number : _________ Title : ______________________ How do you feel about the topic or concept presented? □ I completely get it. □ I’m struggling. □ I’ve almost got it. □ I’m lost. In what particular portion of this learning packet, you feel that you are struggling or lost? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ Did you raise your concern to you instructor? □ Yes □ No If Yes, what did he/she do to help you? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ If No, state your reason? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ To further improve this learning packet, what part do you think should be enhanced? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ How do you want it to be enhanced? _____________________________________________________________________ ________________________________________________________________ ___________________________________________________________ 27  Science, Technology, and Society Learner’s Performance Report Name of Student: ___________________________________________________ Program : ___________________________________________________ Year Level : ___________ Section : ___________ Faculty: ___________________________________________________ Schedule : ___________________________________________________ Course Code : ____________ Title: ____________________________ Learning Packet Code Learning Packet Title Rating Historical Antecedents which Revolutionized LM01 – LP01 Science and Technology in the World Activity no. Activity Title Rating 28  Science, Technology, and Society List of Contributors Lucky Sonny A. Ligsanan Writer Bataan Peninsula State University Emellie Y. Matito Contributor Bataan Peninsula State University Virginia S. Velasco Evaluator Bataan Peninsula State University Marianne N. Gonzales Evaluator (Quality Management Team) Bataan Peninsula State University Sunshine S. Talavera Evaluator (Quality Management Team) Bataan Peninsula State University 29  Science, Technology, and Society Learning Module 01 Historical Developments in STS Learning Packet 02 Historical Antecedents which Revolutionized Science and Technology in the Philippines 30  Science, Technology, and Society Learning Packet 02 Historical Antecedents Which Revolutionized Science and Technology in the Philippines Introduction This part of the module will give an in-depth study and comprehension of broad ideas as well as historical antecedents that influenced the path of science and technology in the Philippines. It will also help students to think critically about how scientific and technical advancements influence society and the environment in our country. Objectives 1. Discuss the historical antecedents in science and technology that leads to current scientific knowledge and advance technological innovations in the Philippines. 2. Discuss how scientific and technological developments affect society and the environment in our country. 3. Exhibit the historical antecedents that revolutionized science and technology in the Philippines. Learning Management System Learning Management System: __________________ Invite Link: ______________________________ Class Code: __________________ Duration  3 hours (2 hours self-directed learning with practical exercises and 1 hour assessment) Delivery Mode  Online (Asynchronous or synchronous) Assessment with Rubrics Task: TIMELINE OF NOTABLE PARADIGM SHIFTS IN SCIENCE AND TECHNOLOGY IN THE PHILIPPINES Due date: After the assigned week for the topic Uploading Procedure: 1. Save file in chosen format (Microsoft Word Document, JPEG, PDF or MP4) 2. Upload your work in the assigned LMS for the course. 3. Upload your work in the created blog of your group. Rubrics for Checking: Criteria 3 points 2 points 1 point 0 (Zero) Creativity All the 3 2 out of three Only 1 out of No  Neatly characteristics characteristics three answer designed are observed. are observed. characteristics  The use of are observed. font, colors and styles are consistent that 31  Science, Technology, and Society shows a logical pattern.  Supported by correct photographs or drawings. Information All the 3 2 out of three Only 1 out of No  Dates and characteristics characteristics three answer details of the are observed. are observed. characteristics listed events are observed. are correct.  Complete elements of a timeline are included.  Events are presented in chronological order. Paragraph All the 3 2 out of three Only 1 out of No  Grammar is characteristics characteristics three answer acceptable. are observed. are observed. characteristics  Spellings are are observed. correct.  Free from plagiarism. Requirement with Rubrics Tasks:  BACK THROUGH TIME  CRISIS OF SHIFT  OUTSTANDING FILIPINO SCIENTIST Due date: After the assigned week for the topic Uploading Procedure: 1. Save file in chosen format (Microsoft Word Document, JPEG, PDF or MP4) 2. Upload your work in the assigned LMS for the course. Rubrics for Checking: Criteria 3 points 2 points 1 point 0 (Zero) Claim All the 3 2 out of three Only 1 out of No  The answer characteristics characteristics three answer is related to are observed. are observed. characteristics the question. are observed.  The answer is free from plagiarism.  The answer is organized and readable. 32  Science, Technology, and Society Evidence All the 3 2 out of three Only 1 out of No  Used any characteristics characteristics three answer form of are observed. are observed. characteristics evidence to are observed. support the claim.  The evidence is related to the claim.  The evidence is readable and can be understood. Reasoning All the 3 2 out of three Only 1 out of No  The characteristics characteristics three answer connection are observed. are observed. characteristics between are observed. claim and evidence was explained.  The reasoning leads to an acceptable context.  The reasoning is free from plagiarism. Readings Knowledge on history of science and technology is beneficial. By understanding the impact of scientific and technological developments throughout time, current generation will be able to make informed judgments. Rising to 50th out of 131 countries in terms of global innovation index, the Philippines proves that awareness in the continuous paradigm shift in science and technology results to remarkable achievements in terms of building the nation. What are the historical antecedents that revolutionize science and technology in our country? This learning packet will guide you on a journey to explore the details to answer this question. The following links can provide you relevant information about the topic. Research and Development and Technology in the Philippines by Caesar B. Cororaton (https://dirp4.pids.gov.ph/ris/books/pidsbk03-ppstechnology.pdf) A History of Science and Technology in the Philippines by Olivia C. Caoili (https://phlconnect.ched.gov.ph/admin/uploads/da4902cb0bc38210839714ebdcf0efc3 /01-Readings-4.pdf) 33  Science, Technology, and Society Great Filipino Inventors (https://pdfcoffee.com/qdownload/great-filipino-inventors-pdf-free.html) Pre-Assessment Key Points: Describe notable events in the Philippine history that revolutionized science in the country.  The Philippines Lesson Proper have an existing indigenous Review science and What are the factors for paradigm shift to occur? technology even before the colonial period Activity BACK THROUGH TIME  Spaniards and Americans being our colonizers The goal of this activity is to revisit our country’s rich have impacted our historical background on scientific and technological scientific and progress. technological progress Choose one period to describe the development of S&T, its  Formal education contribution and implications to the present society (See in the country Attached Activity Sheet) pave the way for A. Pre- colonial Period progress in B. Spanish Period science and C. American Period technology in the D. Japanese Colonization country. E. Post- colonial Period Processing of the Activity Definition of Can we conclude that paradigm shift/s happened in the Terms: Philippines given the observed science culture and practices of Early Filipinos? Ancestor. Humans that started the Brief Lesson lineage of people Ancient. A thing or process that existed PERIODS IN THE PROGRESS OF SCIENCE in the early times Colonizers. Even before the Spaniards colonized the Philippines, Countries that various people and societies already practiced science. occupy a native Some indigenous science and technology have already country and asserts existed with regards to agriculture like animal- raising, political control in it. farming and utilization of plants and herbs as medicines. Descendants. They invented tools and built structures, studied Came from a medicinal uses of plants, observed heavenly bodies to particular ancestor. Ethnography. Study predict seasons and weather. They also develop tools for of customs and planting, hunting, cooking, fishing and fighting enemies culture of people during tribal conflicts. The use of technology is very Indigenous. evident in the handicrafts, pottery, weaving and tools used Occurring in the by ancient Filipinos in their everyday life native land or own 34  Science, Technology, and Society The ancient practices in science and technology by our culture. ancestors are considered indigenous science or folk Salamander. A science which is one of the foundations of modern vehicle that can be science. The growth of science and its development as a used through land and flood waters. field in the Philippines is a hybrid of indigenous and Theology. Study of foreign ideas. Spain and the United States, being former religious beliefs colonizers, played an important role in building the foundation of science in the country Hazard Alerts:  Stone Ages in the Philippines None Archaeological findings indicate that around 50,000 years ago, modern men or Homo sapiens from the Asian mainland first came over land and across narrow channels to live in Palawan and Batangas. For about 40,000 years, they made simple tools or weapons of stone flakes, but eventually developed techniques for sawing, drilling and polishing hand stones. This very long period, considered as the Philippine Stone Age, was when the Tabon Man (c. 67,000 BC) and the Callao Man (c. 24,000-22,000 BCE) were supposed to have lived. The Austronesians around 5,000-2,000 BC, ancestors of most present- day Filipinos, arrived in the islands. It is still unsure as to their exact direction of movement to what is today the Philippines, and but southern Mainland China is considered as their most plausible point of origin. These ancestors not only brought most languages spoken by Filipinos today; they were also said to have brought more sophisticated and organized agricultural technologies and methods. This is where rice cultivation also flourished with the 2,000-year-old Banaue Rice Terraces of the Ifugao people as prominent evidence.  Bronze and Iron Ages in the Philippines There is no distinct Bronze Age in the Philippines, and that copper was found to have been used for adornments such as earrings whilst stone remained more common for tools. As early as 3,000 BC people were producing a range of materials from adzes to seashell ornaments to pottery of various designs. The manufacture of pottery subsequently became well developed and flourished for about 2,000 years until it came into competition with imported Chinese ceramics. Fermentation in food processing could have been present earlier than this period. Various types of alcohol were produced from coconuts (tuba, lambanog, bahalina) and rice (pangasi). This method was later adopted to sugarcane (basi) when Arab traders presumably brought the crop to Mindanao 35  Science, Technology, and Society and then spread northwards. A lantaka which is used as a cannon in the Philippines similarly assuming that specific Iron Age in the Philippines is still a matter of debate. Usage and small- scale production of iron, however, is estimated to have occurred around 500 to 200 BCE as iron manufacturing overlapped with the arrival of limited bronze manufacturing. People during this age engaged in the actual iron extraction, smelting and refining. Crude metalwork processes were already adopted through the hardening of metal through heat-induced carbon absorption or carburization. Most materials found were imported, which shows the existence of an extensive trading network across Southeast Asia, China and the Indian subcontinent as early as this period. By 1st century CE, cotton cultivation, textiles, mining, and jewelry making were already practiced. This period saw the appearance of various clay and copper-based materials produced by the Sa Huynh Culture which existed around 1000 BCE to 200 CE. Found to be concentrated in southern Vietnam, this society is presumed to have had presence around Central Philippines, and possibly all the way to Mindanao. Some notable archeological findings from this time are the Sa Huyun-Kalanay Pottery Complex of Masbate (c. 400 BCE-1500 CE), and the Manunggul Jar of Palawan (c. 890-710 BCE), which is depicted in the old design of the ₱1,000 bill. As descendants of seafaring people who subsequently settled near the sea, social structures in ancient Philippines were also tied to seafaring. An example would be ancient barangay societies, which would later expand as flourishing, powerful localities trading with nearby states and territories up until the 16th century. These social organizations were derived from the concept of the balangay, ancient boats used by their predecessors to travel across the Philippines and nearby islands. The oldest to be discovered is called the Butuan Boat One presumed to be used around 300 CE. The Austronesians were also the ancestors of Polynesians whose boat- building and navigation prowess were unmatched anywhere in the world even by mercantile powers of ancient Mediterranean. Only until the European Age of Exploration that such skills are said to have been surpassed by the emergence of more modern naval technologies. In ancient Philippines sophisticated boat- 36  Science, Technology, and Society building techniques such that for the balangay were passed onto generations. Other seafaring technologies were present. Small boats which can still be found today are the paraw which is common in the Visayas, and the vinta or lepa-lepa found across the Sulu Archipelago, the Zamboanga peninsula, and some parts of Southern Mindanao. There is also the karakoa, or large outrigger ships used for both trade and warfare mostly in the Visayas. The lanong is a variant within the Sulu area. These larger vessels were said to be attached with at least one bronze cannon called a lantaka. Today this cannon technology has evolved into the typical bamboo cannons used as noisemakers during fiestas and New Year’s Eve. Given the presence of iron as a valuable resource, sociopolitical institutions should have developed like anywhere else. And like any complex society, medicine was central to preserving the health of people. At this point there existed knowledge and methods dealing with medicinal and therapeutic properties of plants such as herbs. This early form of medicine or pananambal is associated with ancient systems of Animist beliefs characterized by the anito, which comprise of various nature spirits, diwatas, and ancestors. In line with religion, early societies’ agricultural activities were presumed to have been guided by a Hindu-Buddhist influenced lunar calendar. Developments in language are also signs of both sociopolitical and technological advancements. Among the oldest writing systems (Baybayin) found in the Philippines with variations from Pampanga down to the Visayas. This is presumed to have evolved from the Kawi Script originally developed somewhere in Java, Indonesia, and spread all over what are now Malaysia and the Philippines. Its most renowned evidence in the Philippines is the Laguna Copperplate Inscription, dated around 900 CE, which is an Old Malay writing mixed with either Old Javanese or Old Tagalog. Kawi itself evolved from an older writing system originating in Southern India. Many Baybayin writings did not survive since most were carved on leaves and bamboo, except for a very few when the Spaniards brought the printing press to the islands.  Spanish Colonization The beginnings of modern science and technology in the 37  Science, Technology, and Society Philippines can be traced to the Spanish Regime. The Spaniards established schools, hospitals and started scientific research and these had important consequences to the rise of the county’s profession The Filipino disinterest in science could be traced to the Spanish colonial period. While the Spaniards practiced some aspects of science (e.g. agriculture, botany, medicine, meteorology), Filipinos rarely had the opportunity to develop a serious competence to these, due to racism and wealth inequality within the colonies. Moreover, certain aspects of scholarship such as ethnography, humanities, and theology, were comparatively developed yet science and technology were generally neglected. This imbalance reflected their poor state of science in the motherland itself. Toward the end of the Spanish period (1850-1896, a very small group of Filipinos particularly men who are wealthy and landed (ilustrados) or exceptionally talented were eventually allowed to engage in advanced studies in local schools or abroad. Access to adequate training, though, was limited to the University of Santo Tomas, the oldest university in Asia. Like their colonizers, these Filipinos generally preferred humanistic Ilustrados training over and above technical expertise. This preference to understand the human condition more than nature has continued to this day. Rizal, however, criticized this lack of interest in natural science on the part of Spanish colonial officials when he was a medical student at said university in the 1880’s. Formal education in science and technology was introduced by the Spaniards through scientific institutions. At the beginning, parish schools were opened to teach religion, reading, writing, mathematics, and music. The people were taught sanitation and improved methods of agriculture. Later, higher institutions of learning were established among which were:  Colegio de Cebu (1597), now the University of San Carlos  Colegio de Nuestra Señora del Rosario (1611), now the University of Santo Tomas  Colegio de San Juan de Letran (1706)  Ateneo Municipal de Manila (1859)  Escuela Nautica (1820)  Manila School of Agriculture (1887) In these institutions, science subjects like astronomy, physics, chemistry, natural history, and mathematics were 38  Science, Technology, and Society taught as parts of the curriculum for college programs being offered. An important institution established during this time was the Observatorio Meteorológico or the Manila Observatory (1865) at the Ateneo Municipal de Manila. It helped in studying typhoons and climatology within the colony and across Asia. The Spanish government then made the observatory the official weather forecasting and time keeping institution for the colony in 1884 and 1885, respectively. This institute issued the first typhoon warnings in Philippine history, at the advantage of merchant shipping. In the latter part of the Spanish period, major health institutions were established. Among these were the San Lazaro Hospital (1578), the oldest in East Asia, the Hospital de Los Baños (1590), and the Hospital de Cebu (1850). The University of Santo Tomas started offering programs in medicine and pharmacy in 1872. Later in 1877, the Laboratorio Municipal, which was later to become the Bureau of Science, was established to undertake the pathological studies of infectious diseases. There were also private pharmaceutical firms engaged in this activity such as the Botica Boie, and the Botica de Santa Cruz. In terms of transportation, the most important development brought by the Spaniards is the Philippine National Railway (PNR) through a royal order from Spain in June 1875. The wood-burning steam locomotive ran through the first line from Tutuban in Manila to Dagupan and San Fernando, La Union. Its first operation was in November 1892 and was concessioned by the British. But before the PNR, there was the tranvia owned by the Compania de las Tranvias de Manila of 1888 consisting of German-made light electric locomotives which ran from Manila to Malabon. This can be considered as the distant predecessor of Metro Manila’s LRT and MRT. In communications, the telegraph was introduced in the Philippines in 1876 with the first line between Manila and Corregidor. The first foreign- owned overseas submarine telegraph cable was put up in 1881. It linked Bolinao in Pangasinan and Hong Kong, then a British crown colony. Manila was also linked to Iloilo, Cebu and Bacolod. At the height of the Philippine Revolution, there were 65 telegraph stations operating in the islands (49 in Luzon, 16 in the Visayas).  American Colonization and World War II 39  Science, Technology, and Society The Americans have more influence in the development of science and technology in the Philippines compared to the Spaniards. They established the public education system, improved engineering works, and public health facilities. They established a modern research university, the University of the Philippines, and created more public hospitals more than the former colonizer. Transportation and communication systems were improved, though still not accessible throughout the country. The Americans did everything to Americanize the Philippines. They reorganized the learning of science and introduced it in both private and public schools. In basic education, science education focuses on nature studies and science and sanitation, until it became a single, formal subject area. The teaching of science in higher education has also greatly improved and modernized. Publication of scientific journals and organization of scientific societies were brought. Among these local scientific publications focused on agriculture and plant industries, water resources, pharmaceuticals, and general natural and applied sciences. Some of the first scientific societies in the Philippines were:  Manila Medical Society (1901)  Philippine Islands Medical Association (1908)  Philippine Scientific Society (1923)  Society for the Advancement of Research (1928)  Philippine Society of Parasitologists (1930)  Philippine Public Health Association (1932)  Philippine Society of Civil Engineers (1933) The Americans likewise continued science development from the Spanish regime. Government departments, bureaus, and boards were established to help the new colonial administration, and among these were the Bureau of Agriculture and the Board of Health, which later became the Bureau of Health. American efforts at the beginning were geared towards the promotion of public health. In 1901, the Philippine Commission created the Bureau of Government Laboratories under the Department of Interior. This bureau was established for the study of tropical diseases and laboratory projects effectively replacing the Laboratorio Municipal. New developments in transportation and communications were also brought during the American period. Other than acquiring ownership of PNR and extending its railroad lines, the Commonwealth government also built other steam locomotive railways in other parts of the country. These are the Panay Railway, which ran from Iloilo City 40  Science, Technology, and Society to the town of Capiz (now Roxas City), and the Cebu Railway, which ran from Danao through Cebu City until Argao. A shorter line was built in Negros, but this primarily served sugar plantations and mills, not commuters. The first automobile in the Philippines arrived in Manila in 1900. By 1916 the ordinary car became a common feature of traffic. As per aviation, the first airplane to land in the Philippines is the Avierto Gallarsa in 1924. However, locally-owned commercial air travel only became possible by 1941. This was when Philippine Air Lines (now ‘Airlines’), the first Asian commercial aviation company, was incorporated for domestic and international flights. The Americans expanded the telegraph and telephone capacity, and became available to the Filipino public with the establishment of the Bureau of Post. Before World War II, they were able to operate 108 radio stations and 495 telegraph offices interconnected by 14,607 kilometers of wires and 328 nautical miles of submarine cables throughout the archipelago. In 1922, the first radio broadcasts took place in Manila and Pasay. The radio stations were initially owned by Americans but were soon purchased by Filipino businessmen who extended their media investments from newspapers to radio, and later to television. The radio quickly became a staple so that even before World War II, news programs were regularly broadcast. After the war, the number of radio stations increased rapidly and broadcasts soon became available throughout the country. The radio became the main source of entertainment and news for millions of Filipinos until the 1970’s when it was supplemented by the television. ISSUES IN SCIENCE AND TECHNOLOGY IN THE PHILIPPINES Since the aftermath of World War II and independence, the Philippines had struggled to maintain and expand its science and technology capacity. Institutions and possibly many physical documents of scientific and technological knowledge were turned to ashes; many lives were destroyed. While reparation funds from Japan were meant for rebuilding much were focused on basic infrastructure such as schools, hospitals, and transportation systems. Resources are limited in improving science. The Philippine government has explored the use of Overseas Development Allocations (ODA) from different countries to help in improving its scientific productivity and technological capability. Human resource development is 41  Science, Technology, and Society at the heart of these efforts focusing on producing more engineers, scientists, technologists, doctors, and other professionals. However, these are not enough for the Philippines to provide quality science education to the population, and much more catch up with developed nations in terms of capacity and innovation. The brief account of the acceptance of modern technology in the Philippines indicates its ready absorption into national and local life. With the arrival of the steamboat in 1849, the telegraph in 1876, the railway in 1888, the telephone in 1890, the automobile in 1900, and the electric tranvia in 1905, the launching of modern communications and transportation technologies in the country became apparent. Most of these technologies were only recently invented in the West, but their effects were quickly felt in the societies that accepted them. Japan was among the most quickly transformed by these technologies, and were able to fully harness them amidst their rapid industrialization after the World War II. At a much recent period, South Korea was able to accomplish this through their phenomenal economic development in the 80’s up to the 90’s. They made this possible by integrating internet technologies. These two countries have not only taken advantage of scientific and technological developments, but in some cases became leaders and pioneer themselves. Unfortunately, the Philippines failed to take advantage of these opportunities as most of their benefits were confined to the national capital region, and were unable to stimulate the development of the overall economy. In effect, they often confirmed, widened, or solidified social divisions between rich and poor, urban and rural. The aforementioned technologies as they evolved in the contemporary period in the form of smartphones and tablets, overseas travel, car ownership, or affording car services like Grab, became hallmarks of privilege rather than necessities of modern living. INDIGENOUS KNOWLEDGE SYSTEM Indigenous knowledge is embedded in the daily life experiences of young children as they grow up. They live and grow in a society where the members of the community prominently practice indigenous knowledge in their minds. The lessons they learned are intimately interwoven with their culture and the environment. These lessons comprised of good values and life stories of 42  Science, Technology, and Society people on their daily life struggles. Their views about nature and their reflections on their experiences in daily life are evident in their stories, poems, and songs. Some examples of indigenous knowledge that are taught and practiced by the indigenous people are:  Predicting weather conditions and seasons using knowledge in observing animals’ behavior and celestial bodies;  Using herbal medicine;  Preserving foods;  Classifying plants and animals into families and groups based on cultural properties;  Preserving and selecting good seeds for planting;  Using indigenous technology in daily lives;  Building local irrigation systems;  Classifying different types of soil for planting based on cultural properties;  Producing wines and juices from tropical fruits; and  Keeping the custom of growing plants and vegetables in the yard. INDIGENOUS SCIENCE Indigenous science is part of the indigenous knowledge system practiced by different groups of people and early civilizations (Gribbin, 2001; Mkapa, 2004; Sibisi, 2004). It includes complex arrays of knowledge, expertise, practices, ad representations that guide human societies in their enumerable interactions with the natural milieu: agriculture, medicine, naming and explaining natural phenomena, and strategies for coping with changing environments (Pawilen, 2005). Ogawa (1995) claimed that it is collectively lived in and experienced by the people of a given culture. According to Cajete (2004), indigenous science includes everything, from metaphysics to philosophy and various practical technologies practiced by indigenous peoples both past and present. Iaccarino (2003) elaborated his ideas by explaining that science is a part of culture, and how science is done largely depends on the cultural practices of the people. Indigenous beliefs also develop desirable values that are relevant or consistent to scientific attitudes as identified 43  Science, Technology, and Society by Johnston (2009), namely: (1) motivating attitudes; (2) cooperating attitudes; (3) practical attitudes; and (4) reflective attitudes. These cultural beliefs therefore can be good foundation for developing positive values toward learning and doing science and in bringing science in a personal level. Pawilen (2005) explained that indigenous science knowledge has developed diverse structures and contents through the interplay between the society and the environment. According to Kuhn (1962), developmental stages of most sciences are characterized by continual competition between a number of distinct views of nature, each partially derived from, and all roughly compatible with the dictates of scientific observation and method. Sibisi (2004) also pointed out that indigenous science provides the basics of astronomy, pharmacology, food technology, or metallurgy, which were derived from traditional knowledge and practices. Pawilen (2006) developed a simple framework for understanding indigenous science. Accordingly, indigenous science is composed of traditional knowledge which uses science process skills and guided by community values and culture. 1. Indigenous science uses science process skills such as observing, comparing, classifying, measuring, problem solving, inferring, communicating, and predicting. 2. Indigenous science is guided by culture and community values such as the following:  The land is a source of life. It is a precious gift from the creator.  The Earth is revered as “Mother Earth”. It is the origin of their identity as people.  All living and non-living things are interconnected and interdependent with each other.  Human beings are stewards or trustee of the land and other resources. They have a responsibility to preserve it.  Nature is a friend to human beings - it needs respect and proper care. 3. Indigenous science is composed of traditional knowledge practiced and valued by people and communities such as ethno-biology, ethno- 44  Science, Technology, and Society medicine, indigenous farming methods and folk astronomy. Indigenous science is important in the development of science and technology in the Philippines. Like the ancient civilizations, indigenous science gave birth to the development of science and technology as a field and as a discipline. Indigenous science helped the people in understanding the natural environment and in coping with everyday life. UNESCO’s Declaration on Science and the Use of Scientific Knowledge (1999) recognized indigenous science as a historical and valuable contribution to science and technology. PHILIPPINE INVENTIONS  SALAMANDER AMPHIBIOUS TRICYCLE Filipinos have gotten accustomed to converting transportation vehicles into something more useful. Adding a sidecar to a vehicle, converting it into a tricycle with more people to handle, is an example of conversion of American military jeeps used in World War II to jeepneys. During the rainy season, flooding is a common occurrence in many regions of the world. The streets are quite difficult for tricycles to navigate. Victor Llave and his colleagues at H2O Technologies were able to solve the problem by developing the Salamander, as well as rivers and lakes. This may also be used to go from island to island because the Philippines an archipelago, the Salamander is a practical invention.  SALT LAMP Electrification is one of the Philippines' most pressing demands as a growing country. Different sorts of machines, including light sources, are powered by electricity. When it becomes dark, many activities in rural regions throughout the world will come to a halt. Traveling gets riskier as well. Fortunately, Aisa Mijeno, a young scientist from the Philippines, was able to create a lighting system that made use of a plentiful resource in the Philippines: seawater. She was the creator of the Sustainable Alternative Lighting (SALt) lamp, a working, ecologically acceptable light source that does not produce hazardous gases. Apart from people living in a coastal area, it can also benefit people who live in remote regions since they may manufacture their own saltwater by mixing 45  Science, Technology, and Society two teaspoons of salt with a glass of tap water.  MEDICAL INCUBATOR In the Philippines, high infant mortality rates are a serious problem. One reason for this difficulty in the twentieth century was a shortage of incubators owing to a lack of resources and energy, especially in rural regions. Dr. Fe del Mundo, a physician from the Philippines and the first Asian woman admitted to Harvard Medical School, created an electric-free medical incubator using locally available materials. Dr. del Mundo constructed the incubator by encasing a local laundry basket within a bigger one. Hot water bottles were put between baskets and an improvised hood to allow ventilation and enable oxygen circulation. Its major goal was to keep a newborn, usually a premature infant, under safe conditions.  MOSQUITO OVICIDAL/ ARVICIDAL TRAP SYSTEM The Mosquito Ovicidal / Larvicidal Trap System, commonly known as OL Trap, was introduced in 2010 by the Institute for Development of Science and Technology- Industrial Technology (DOSTI-ITDI) is a mosquito trap is made out of naturally occurring components that are lethal to mosquitos yet harmless for humans and the environment.  E-JEEPNEY The Jeepney ruled the streets of the Philippines and is known as the primary form of transportation for most Filipinos. Nevertheless, the diesel-powered jeepney emits huge amounts of black smoke, and due to its rudimentary exhaust system is typically a major contributor to noise pollution. The electric Jeepney (ejeepney) was developed to combat these disadvantages. This new method of transportation uses  ERYTHROMYCIN Perhaps one of the most important medical inventions is the Erythromycin. The Ilonggo scientist Abelardo Aguilar invented this antibiotic out of a strain of bacterium called Streptomyces erythreus, from which this drug derived its name. As with the case of several other local scientists, however, Aguilar was not credited for this discovery by 46  Science, Technology, and Society Eli Lilli Co., Aguilar’s US employer, to whom he sent the strain for separation. The US company eventually owned the merits for this discovery.  BANANA KETCHUP Filipino food technologist, Maria Orosa, is credited for the invention of banana ketchup, a variety of ketchup different ketchup. Her invention appeals particularly to Filipinos who love using condiments to go along with their food. Historical accounts posit that Orosa invented the banana ketchup at the backdrop of World War ll when there was a huge shortage of tomatoes. As a result, Orosa developed a variety of ketchup that made use of mashed banana, sugar, vinegar, and spices, which were all readily available. Orosa’s banana ketchup is brownish-yellow in natural color, but is dyed red to resemble the color of the most loved tomato ketchup.  MOLE REMOVER In 2000, a local invention that had ability to easily remove moles and warts on the skin without the need for any surgical procedure shot to fame. Rolando dela Cruz is credited for the invention of a local mole remover that made use of extracts of cashew nuts (Annacardium occidentale), which are very common in the Philippines. The indigenous formula easily caught on for its accessibility, affordability, and painless and scarless procedure. Dela Cruz won a gold medal for this invention in the International Invention, Innovation, Industrial Design, and Technology Exhibition in Kuala Lumpur, Malaysia. Enhancement Activity CRISIS OF SHIFT (Philippine History) Identify one paradigm shift in science in the course of Philippine History. Describe the crisis of shift from old normal science to new normal science. Upload your output to the created LMS for the course. Generalization 1. What are the different periods considered in history of science progress? 2. What are the significant contributions during the Pre- colonial period in the progress of science? 3. What are the highlights of science progress during the Spanish Colonization? 47  Science, Technology, and Society 4. What are the highlights of science progress during the American Period? 5. What are the highlights of science progress during the Japanese Colonization? 6. What are the highlights of science progress during the Post-colonial Period? 7. What are the highlights of science progress in the modern period (modern science)? Application OUTSTANDING FILIPINO SCIENTIST Search for an outstanding Filipino with a notable career in Science and Technology. Describe how his/her scientific works revolutionized S & T in the Philippines. Course Packet Discussion Forum 1. The instructor-in-charge in the course will provide a weekly topic for the group to discuss. 2. Create a small group (5-6 members). 3. Select an application that can allow group discussions (messenger, google meet, zoom). 4. Choose a moderator to report to a larger class with a group summary of the highlights of the discussion. Alternatively, the report can be posted by the moderator in the created weekly discussion board by the instructor-in-charge. Topic for week #2: What are the challenges a Filipino inventor/innovator faces in modern times? Post-Assessment 1. In which period does Science and technology flourishes in the Philippines? 2. Why does Indigenous science important in the development of science and technology in the Philippines? Additional Activity PHILIPPINE POLICIES IN S & T Search for several science and technology policies in the Philippines. Are these policies enough and sustainable to continuously support the science culture in our country? Annexes Answer key 48  Science, Technology, and Society environment and in coping with everyday life It helped the people in understanding the natural discipline It gave birth to science and technology as a field of science and technology in the Philippines because 2. Indigenous Science is important in the development of 1. Answers may vary. Post-Assessment References Caoili, O. C. (1986). A history of science and technology in the Philippines. Analysis of Conditions for National Scientific and Technological Self-Reliance: The Philippine Situation. Quezon City. University of the Philippines. Quinto, & Nieva. (2019b). Science, Technology and Society –Outcome-Based Module. C & E Publishing , Inc. Javier, M. CONTENT-SCIENCE-TECH-SOCIETY- PhilSCApdf/ Cororaton, C. B. (2002). Research and Development and Technology in the Philippines (No. 2002-23). PIDS Discussion Paper Series. 49  Science, Technology, and Society Activity Sheet Name: ______________________________________ Score: ___________ Yr. & Sec.: _________ Group no. _______ Date: ___________ BACK THROUGH TIME This activity is meant for you to revisit our country’s rich historical background on its journey to scientific and technological progress. Choose one period to elaborate the development of S&T and its contribution and implications to the present society. Complete the table below: A. Pre- colonial Period B. Spanish Period C. American Period D. Japanese Colonization E. Post- colonial Period Implication of Contribution Of S&T and Science Science Culture & The Period To Culture of Each State of S&T During The Practices/Society’ S Period The Development Period to the Period Norms During the Of S&T Present Period Question: Can we conclude that paradigm shift/s happened in the Philippines given the observed science culture and practices of Early Filipinos? 50  Science, Technology, and Society Assessment TIMELINE OF NOTABLE PARADIGM SHIFTS IN SCIENCE AND TECHNOLOGY IN THE PHILIPPINES  Create a small group (5-6 members).  Create a Timeline of Notable Paradigm Shifts in Science and technology in the Philippines. You may try mobile applications that can generate 3D format of timelines.  Upload the output in your group’s blog and on the assigned LMS of the course. 51  Science, Technology, and Society Assignment Name: ______________________________________ Score: ___________ Yr. & Sec.: _________ Group no. _______ Date: ___________ MY FUTURE SELF: A FILIPINO INVENTOR/INNOVATOR As you see yourself in the future as a Filipino what would you invent or innovate to help your community. Answer the following questions: 1. What is your invention or innovation? What does it do? ________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________ 2. How would your inventions or innovations help the community where you belong? ________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________ 3. Why is your invention or innovation important for the community? ________________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________ 52  Science, Technology, and Society References Caoili, O. C. (1986). A history of science and technology in the Philippines. Analysis of Conditions for National Scientific and Technological Self-Reliance: The Philippine Situation. Quezon City. University of the Philippines. Quinto, & Nieva. (2019b). Science, Technology and Society –Outcome-Based Module. C & E Publishing , Inc. Javier, M. CONTENT-SCIENCE-TECH-SOCIETY-PhilSCApdf/ 53  Science, Technology, and Society Learner’s Feedback Form Name of Student: ___________________________________________________ Program : ___________________________________________________ Year Level : ___________ Section : ___________ Faculty : ___________________________________________________ Schedule : ___________________________________________________ Learning Packet : Number : _________ Title : ______________________ How do you feel about the topic or concept presented? □ I completely get it. □ I’m struggling. □ I’ve almost got it. □ I’m lost. In what particular portion of this learning packet, you feel that you are struggling or lost? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ Did you raise your concern to you instructor? □ Yes □ No If Yes, what did he/she do to help you? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ If No, state your reason? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ To further improve this learning packet, what part do you think should be enhanced? _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________________________ How do you want it to be enhanced? _____________________________________________________________________ ________________________________________________________________ ___________________________________________________________ 54  Science, Technology, and Society Learner’s Performance Report Name of Student: ___________________________________________________ Program : ___________________________________________________ Year Level : ___________ Section : ___________ Faculty: ___________________________________________________ Schedule : ___________________________________________________ Course Code : ____________ Title: ____________________________ Learning Packet Code Learning Packet Title Rating Historical Antecedents which Revolutionized LM01 – LP02 Science and Technology in the Philippines Activity no. Activity Title Rating