STS Chapter 1 Exercises

 
I. Concept Map

Objective:

Create a concept map to visualize your understanding of the connections between Science, Technology, and Society (STS) concepts and their application in agriculture. This activity evaluates your ability to integrate ideas from the provided reading and external knowledge, as well as your critical thinking.

Instructions:

1. Use black ink to include information directly from the provided reading.
2. Use red ink to write any questions or uncertainties you have about the topic.
3. Use blue ink to answer your question and/or add related information from other sources, experiences, or your own research.
4. Ensure all connections are clearly labeled, logical, and reflect thoughtful analysis.
5. Submit the concept map at the beginning of the the face-to-face class.

Evaluation Criteria:

• 10 points: All three colors used correctly and appropriately.
• 8 points: Two colors used correctly.
• 6 points: One color used correctly.
• 5 points: One color used incorrectly.
• 4 points: Two colors used incorrectly and/or the concept map is lacking.
• 3 points: All colors used incorrectly.
• 0 point: The concept map is not based on the reading selection.

II. Oral Discussion

Objective:

This exercise is designed to test your ability to analyze and evaluate real-world agricultural challenges through the lens of Science, Technology, and Society (STS). You will apply STS concepts to assess the role of various technologies and practices in agriculture, examining their social, ethical, and environmental implications. This activity encourages critical thinking and the integration of theoretical knowledge with practical problem-solving skills.

Instructions:

1. Read the case study carefully and identify the key STS concepts relevant to the scenario (e.g., sociotechnical systems, ethical implications, sustainability).
2. Use the STS framework to analyze the challenges presented in the scenario and propose practical solutions or improvements.
3. Provide thorough, evidence-based answers that address:
   • How the technologies or practices in the case study impact society and agriculture.
   • The social, ethical, and environmental considerations involved.
   • Possible future implications or adaptations for the technologies discussed.

Evaluation Criteria:

1. Application of STS Concepts (5 points):

   • Are key STS concepts like sociotechnical systems, social construction of knowledge, and ethical considerations clearly identified and explained?
   • Does the group show a solid understanding of how these concepts apply to the case study?

2. Contextual Relevance and Practicality (5 points):

   • Does the response demonstrate how the identified challenges and technologies can address agricultural issues effectively?
   • Are the proposed solutions innovative, relevant, and feasible in the agricultural context?

3. Critical and Ethical Analysis (5 points):

   • Are the solutions grounded in ethical and environmental considerations?
   • Does the response provide logical reasoning and a thoughtful critique of potential risks, benefits, and trade-offs of the proposed technologies or practices?

Agriculture Students

Case Study 1: The Introduction of Drones in Precision Agriculture

Scenario:
A local farming cooperative is considering adopting drones equipped with cameras and sensors to monitor crop health, soil conditions, and irrigation needs. While the technology promises increased efficiency and better resource management, some farmers are hesitant due to the costs and potential job loss for traditional workers.

Challenge for Students:

• Assess the sociotechnical system of drone use in agriculture, including the economic, cultural, and environmental impacts.
• Identify how this technology shapes and is shaped by societal needs, such as food security and sustainability.
• Explore ethical considerations, such as data privacy and access inequality.

---

Case Study 2: Genetically Modified Crops and Food Security

Scenario:
A biotech company has developed a drought-resistant corn variety, which could help farmers in arid regions. However, concerns about environmental risks, such as cross-pollination with wild species, and ethical debates over patenting living organisms have emerged.

Challenge for Students:

• Analyze the social construction of knowledge behind GMO development and adoption.
• Discuss the historical context of previous agricultural revolutions, such as the Green Revolution, to predict long-term impacts.
• Evaluate policies or regulations that could address ethical and environmental concerns.

---

Case Study 3: Transition to Sustainable Farming Practices

Scenario:
A government program is offering incentives for farmers to adopt organic farming practices to address environmental degradation caused by synthetic fertilizers and pesticides. However, some farmers are skeptical about lower yields and higher labor costs.

Challenge for Students:

• Examine how historical farming methods and cultural traditions contribute to current sustainability practices.
• Use the STS lens to explore the tension between short-term economic needs and long-term ecological health.
• Propose policies or educational strategies to encourage adoption while addressing farmers’ concerns.

---

Case Study 4: Automation and Employment in Agriculture

Scenario:
A large agribusiness is replacing human labor with automated harvesters and robots to increase efficiency and reduce costs. While this transition is economically beneficial for the company, local communities are concerned about job losses and the social implications.

Challenge for Students:

• Investigate the sociotechnical system of automation in agriculture and its effects on rural communities.
• Discuss ethical considerations, such as balancing efficiency with social responsibility.
• Suggest ways to retrain displaced workers for roles in a high-tech agricultural industry.

---

Case Study 5: Climate-Smart Agriculture and Public Understanding

Scenario:
A non-profit organization is promoting climate-smart agricultural practices, such as crop diversification and water-efficient irrigation. However, many farmers lack the technical knowledge to implement these practices effectively.

Challenge for Students:

• Evaluate the role of public understanding of science in the adoption of climate-smart practices.
• Propose educational programs to bridge the knowledge gap between researchers and farmers.
• Explore global perspectives on climate adaptation strategies and their applicability in different contexts.

---

Case Study 6: Policy Implications of Fertilizer Use in Agriculture

Scenario:
The government is debating a policy to regulate synthetic fertilizer use due to its environmental impact, such as water pollution and soil degradation. Some farmers argue that without fertilizers, yields will drop, threatening food security.

Challenge for Students:

• Analyze the policy implications of regulating synthetic fertilizers using the STS lens.
• Discuss alternative practices, such as composting or biofertilizers, and their feasibility for large-scale farming.
• Explore the ethical dimensions of balancing environmental sustainability with the need for affordable food production.

---

BTLED-AFA Students

Case Study 1: Drought-Resistant Crops and Local Farming Practices

Scenario:
A farming community in a drought-prone area adopts genetically modified (GM) drought-resistant crops to improve productivity. However, traditional farming practices, such as water-sharing rituals and community crop-rotation systems, are being abandoned.

Challenge for the Group:

1. How does the introduction of GM crops address the community's challenges?
2. What cultural and social practices are at risk, and how might they be preserved?
3. Are there ethical concerns about GM crops’ long-term environmental or economic impact?

Key STS Concepts:

• Social Construction of Knowledge
• Sociotechnical Systems
• Thinking About Risks and Ethics

---

Case Study 2: Automation and Farm Labor

Scenario:
A medium-scale farm has started using automated harvesting machines to boost productivity. While the farm owner is seeing increased profits, farm laborers are losing jobs, leading to social unrest in the community.

Challenge for the Group:

1. How does automation improve farming efficiency?
2. What social implications arise from reduced labor needs?
3. What policies or practices can balance technological adoption with community welfare?

Key STS Concepts:

• Sociotechnical Systems
• Policy Implications
• Power and Access

---

Case Study 3: Digital Agriculture and Data Privacy

Scenario:
A start-up offers free farming apps to help local farmers monitor weather patterns and market prices. However, the app collects and shares user data with third-party companies without farmer consent.

Challenge for the Group:

1. What benefits does the technology bring to the farmers?
2. How does the lack of data privacy impact farmers and their rights?
3. What measures can be taken to ensure ethical data usage?

Key STS Concepts:

• Public Understanding of Science
• Ethical and Social Questions
• Power and Access

---

Case Study 4: Precision Agriculture and Sustainability

Scenario:
A large-scale farm implements GPS-guided tractors and drone technologies for precision agriculture, reducing resource wastage and improving yields. However, small-scale farmers in the area cannot afford such technologies and struggle to compete.

Challenge for the Group:

1. How do precision agriculture tools impact sustainability and efficiency?
2. What social inequities arise between large and small-scale farmers?
3. How might governments or organizations address this gap?

Key STS Concepts:

• Sociotechnical Imaginaries
• Global Perspectives
• Policy Implications

---

Case Study 5: The Green Revolution and Environmental Impact

Scenario:
Decades after the Green Revolution, a region faces declining soil fertility and biodiversity loss due to excessive chemical fertilizer and pesticide use. Efforts are underway to transition to organic farming practices, but farmers worry about reduced yields.

Challenge for the Group:

1. What lessons from the Green Revolution apply to this situation?
2. How can the region balance productivity with environmental sustainability?
3. What role should education and policy play in supporting the transition?

Key STS Concepts:

• Historical Context
• Risks and Ethics
• Sociotechnical Systems

---

Case Study 6: Educational Technologies in Agricultural Training

Scenario:
An agricultural training school introduces virtual reality (VR) simulations to teach advanced farming techniques. While students appreciate the immersive learning experience, some argue that it cannot replace hands-on training in real fields.

Challenge for the Group:

1. How does VR enhance agricultural education?
2. What are the limitations of relying on virtual technologies for skill-building?
3. How can the school integrate traditional and modern teaching methods effectively?

Key STS Concepts:

• Technoscience
• Public Understanding of Science
• Sociotechnical Systems

---

III. Online Quiz

Objective:

This activity aims to assess your understanding of key Science, Technology, and Society (STS) concepts and their application to real-world scenarios, particularly in agriculture and education.

Instructions:

Access the quiz through the provided link and answer all questions thoroughly before the deadline. Ensure you apply STS principles in your responses, focusing on the social, ethical, and environmental implications of science and technology in the scenarios presented. Late submissions will not be accepted, so complete the quiz on time.

LINK: ONLINE QUIZ 1 (not yet live)

Deadline: (to be announced)

IV. Public YouTube Video Group 1 and 2

Objective:

To create an engaging 5-8 minute YouTube video that demonstrates your understanding of your assigned case study, incorporating feedback and connecting it to Science, Technology, and Society (STS). This exercise aims to evaluate your ability to apply critiques and produce a professional, concise, and creative presentation.

Instructions:

Two groups will produce a video showcasing their case study analysis, integrating corrections from the oral discussions. The videos will be graded based on editing skills (smooth transitions, clear audio, and proper pacing), content (accurate integration of case study details and critiques), and videography (lighting, composition, camera work, and professional appearance). Once completed, upload your video to YouTube and submit the link as a comment under the designated photo in our private Facebook group. Ensure your work aligns with the provided rubric and maintains a clear, engaging delivery.

V. Speech Group 3 & 4

Objective:

The objective of this activity is to develop your ability to analyze and communicate the social, cultural, economic, and political implications of Science and Technology (S&T) in a structured and engaging manner. This task challenges you to craft a TED Talk-style speech that incorporates feedback from the oral discussion and effectively connects your assigned case study to broader societal contexts, demonstrating a strong understanding of Science, Technology, and Society (STS) principles..

Instructions:

Prepare a 250-word speech based on the social, cultural, economic, and political implications of Science and Technology. The speech must integrate all corrections from the oral discussion and adhere to writing mechanics: include a title, your complete name, section, date, group, proper margins, and indentation. Have your manuscript reviewed and checked by your group leader before submitting it in our next face-to-face class. Record your speech  in TED Talk style as a video, ensuring clear delivery, and post the video in the designated album in our private Facebook group. Evaluation will focus on writing mechanics (10 points), content quality (based on the rubric below), and delivery skills (rubric provided).