STS Chapter 2 Exercises

I. Concept Map

Objective:

Create a concept map to visualize your understanding of the adapting the advancement of science and technology in the Philippines. 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 tests your ability to analyze and evaluate real-world agricultural challenges in the context of advancing science and technology in the Philippines through the lens of Science, Technology, and Society (STS). You will apply STS concepts to assess the role of technologies and practices in agriculture, focusing on their social, ethical, and environmental impacts. The activity fosters critical thinking and the integration of theoretical knowledge with practical problem-solving.

Instructions:

1. Read the case study assigned to your group to understand the context and key challenges.
2. Use the provided discussion questions as a guide to examine the social, ethical, and environmental aspects of the case study. Consider both the positive and negative impacts of the technology or practice discussed.
3. Relate the case study to STS principles, focusing on how science and technology interact with society, culture, and the environment.
4. Be prepared to present your findings. Three reporters will be randomly drawn from each group to present your group's answers.

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 analysis address the real-world challenges and opportunities highlighted in the case study?
   • Are the proposed solutions innovative, contextually appropriate, and feasible given the social, economic, and environmental conditions in the Philippines?

3. Critical and Ethical Analysis (5 points):

   • Does the response integrate ethical, social, and environmental considerations into the evaluation of the case study?
   • Is there a thoughtful critique of the potential benefits, risks, and trade-offs associated with the technologies or practices discussed?

Agriculture Students

Case Study 1: The Green Revolution in the Philippines

Overview:
The Green Revolution introduced high-yield rice varieties and modern farming techniques, increasing productivity but heavily relying on chemical fertilizers and pesticides. While it boosted food security, it also led to environmental degradation and inequalities among farmers.

Discussion Questions:

• How did the Green Revolution impact small-scale farmers compared to larger agricultural operations in the Philippines?
• What are the long-term environmental consequences of using chemical fertilizers and pesticides, and how can these be mitigated?
• How can indigenous farming practices be integrated with modern techniques to create a more sustainable agricultural system?

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Case Study 2: Digital Tools in Agriculture (Precision Farming)

Overview:
Farmers in the Philippines have started using digital tools, like mobile apps and drones, for precision farming. These tools optimize water usage, fertilizer application, and pest control but are often inaccessible to small-scale farmers due to cost..

Discussion Questions:

• What are the advantages and challenges of adopting digital tools in agriculture, particularly for smallholder farmers?
• How can the government and private sector work together to make digital agriculture tools more accessible to rural communities?
• In what ways can precision farming contribute to achieving the United Nations Sustainable Development Goals (SDGs)?

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Case Study 3: Artificial Coral Reefs by Angel Alcala

Overview:
Angel Alcala's artificial coral reefs restored damaged marine ecosystems and supported fish populations. This innovation benefits fishing communities but faces challenges, such as funding and long-term maintenance.

Discussion Questions:

• How do artificial coral reefs contribute to sustainable fishing practices and food security in the Philippines?
• What are the potential social and economic challenges of implementing such technologies in coastal communities?
• How can local communities be involved in maintaining and monitoring artificial reefs?
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Case Study 4: Mango Year-Round Fruit Production by Ramon Barba

Overview:
Ramon Barba’s invention of a method to make mango trees bear fruit year-round significantly boosted the Philippine mango industry. While this innovation increased farmers’ income, it raised concerns about soil health and tree stress.

Discussion Questions:

• How did Ramon Barba’s innovation affect the economic well-being of mango farmers in the Philippines?
• What measures can farmers adopt to ensure the sustainability of year-round mango production?
• How does this innovation reflect the interplay between traditional knowledge and modern science?

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Case Study 5: Biodegradable Plastics from Farm Waste

Overview:
Filipino researchers have developed biodegradable plastics made from agricultural waste, such as rice husks and sugarcane. This innovation addresses pollution but faces challenges in scalability and adoption.

Discussion Questions:

• What are the environmental benefits and economic challenges of producing biodegradable plastics from farm waste?
• How can policies and incentives encourage farmers and industries to adopt such sustainable innovations?
• In what ways can biodegradable plastics align with global environmental initiatives like reducing single-use plastic waste?

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Case Study 6: Family Farm Schools (FFS)

Overview:
Family Farm Schools in the Philippines teach students practical farming skills while emphasizing values like family cooperation and community engagement. This approach strengthens rural livelihoods but requires consistent funding and teacher training.

Discussion Questions:

• How does the Family Farm School model balance traditional farming practices with modern agricultural education?
• What role do cultural values play in the success of FFS in rural Filipino communities?
• How can FFS be scaled up to address the challenges of rural poverty and declining interest in farming?

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BTLED-AFA Students

Case Study 1: Integration of Indigenous Knowledge in the Curriculum

Overview:
The Department of Education (DepEd) in the Philippines promotes the integration of indigenous knowledge systems and practices into the K–12 curriculum. This initiative aims to preserve cultural heritage while enhancing student learning experiences, but it faces challenges such as lack of teacher training and resources.

Discussion Questions:

• How does integrating indigenous knowledge in the curriculum benefit students and communities?
• What challenges do teachers face in implementing this initiative, and how can these be addressed?
• How can indigenous knowledge be balanced with modern scientific and technological concepts in education?

Case Study 2: Modular Learning During the COVID-19 Pandemic

Overview:
During the COVID-19 pandemic, modular learning became a primary mode of instruction for students in remote areas of the Philippines. While it provided continuity in education, issues such as lack of internet access, poor-quality modules, and the burden on parents and teachers arose.

Discussion Questions:

• What were the strengths and weaknesses of modular learning as an alternative to face-to-face classes?
• How did modular learning impact the roles and responsibilities of parents and teachers?
• What strategies can be implemented to improve the quality and accessibility of modular learning materials?

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Case Study 3: Use of ICT in Rural Schools

Overview:
Rural schools in the Philippines have started incorporating information and communications technology (ICT) into teaching. While this enhances student engagement and learning outcomes, lack of infrastructure, teacher training, and funding remain barriers.

Discussion Questions:

• How can ICT tools be effectively integrated into classrooms with limited resources?
• What role does teacher training play in the successful adoption of ICT in education?
• How can partnerships with government and private sectors help bridge the digital divide in rural schools?

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Case Study 4: Technical-Vocational Education and Training (TVET)

Overview:
The Technical Education and Skills Development Authority (TESDA) supports TVET programs to equip students with job-ready skills in agriculture, mechanics, and technology. While TVET improves employability, its integration into the K–12 curriculum faces challenges, such as limited facilities and lack of alignment with industry demands.

Discussion Questions:

• How does TVET contribute to the employability of students, particularly in agriculture and technology?
• What steps can be taken to align TVET programs with the needs of local industries and communities?
• How can TVET programs be made more accessible and appealing to students in rural areas?

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Case Study 5: Inclusive Education for Students with Disabilities

Overview:
Schools in the Philippines are adopting inclusive education policies, ensuring students with disabilities are accommodated in regular classrooms. However, challenges such as insufficient teacher training, lack of infrastructure, and social stigma hinder its full implementation.

Discussion Questions:

• How can inclusive education promote social equity and empowerment for students with disabilities?
• What are the barriers to implementing inclusive education in the Philippines, and how can they be overcome?
• How can teachers and schools foster an environment of acceptance and support for students with disabilities?

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Case Study 6: Lifelong Learning and Adult Education Programs

Overview:
Adult education programs in the Philippines, such as the Alternative Learning System (ALS), provide out-of-school youth and adults with opportunities to finish their education. While these programs are vital, they face challenges such as low enrollment rates, limited funding, and societal biases.

Discussion Questions:

• How do adult education programs like ALS address social and economic inequalities in the Philippines?
• What strategies can be used to encourage greater participation in adult education programs?
• How can government and community support improve the reach and quality of lifelong learning initiatives?

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III. Online Quiz

Objective:

This activity aims to assess your understanding of adapting the advancement of science and technology in the Philippines 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 2 (not yet live)

Deadline: (to be announced)

IV. Public YouTube Video Group 3 and 4

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 publicly 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 5 & 6

Objective:

The objective of this activity is to develop your ability to analyze and communicate the social, cultural, economic, and political implications of  S&T in the Philippines 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 S & T in the Philippines. 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).