Science Education and Science Teacher For The 21 Century: Ester B. Ogena

Science Education
and Science Teacher

for the 21st Century
© Ester B. Ogena, 2008
ESTER B. OGENA
Science Education Institute
Department of Science and Technology
DOST-SEI
S&T HRD Capacity Building
Post- Specialization
Graduate Level
Graduate
Feeder System
Undergraduate
Level
2
Feeder System
Basic Education Level 1
Development of S&T Education
and Culture
DOST-SEI
Education Supply: Basic Education to Higher
Education: Enrollment Data
Elementary Secondary Tertiary
49.85% 50.15% 61.24% 38.76% Non-S&T S&T

56.08% 43.92%
N= 12.50 M N= 6.27 M N= 2.43 M*

(1998-1999) (2003-2004)
*% Assumed from 2004 Data
Source: DEpEd, CHED, DOST-SEI (2005)
DOST-SEI
Cohort Survival of Students from Grade 1 to 4th Year
by Grade/Year Level for the Period 1993-2004
2500000
2000000
Number
of 1500000
Students
Enrolled
1000000
500000
-500000
Number
-1000000
of
Dropouts
-1500000
LEGEND:
BATCH 1 BATCH 2
-2000000 1993-2003 1994-2004
-2500000
SOURCE: Enrolment Data from 1993-2000, Department of Education

DOST-SEI
Quality of
OUTPUTS graduates
Students
Competencies in S&M
Readiness for the

world of work and
profession
DOST-SEI
Normal Distribution on Student
Performance in S&M
Average
Student
Below Above
Average Average
DOST-SEI
Changes in the demand for skills
Economy-wide measures of routine and non-
Mean task input as percentiles of the 1960 task distribution
routine task input (US)
Routine manual
65
60 Nonroutine manual
55
Routine cognitive
50
45 Nonroutine analytic
40
Nonroutine interactive
1960 1970 1980 1990 2002
(Ref:Levy and Murnane)
Source: Andreas Schleicher (OECD, 2008)
DOST-SEI
How competitive are we?
DOST-SEI
Philippines: Global Competitiveness
Rankings
80
70
76 73 75
60 71
66
50
61
40 48
30
20
10
0
2001 2002 2003 2004 2005 2006 2007
DOST-SEI
Efficiency
Basic Enhancers
• Higher Education Innovation and
Requirements and Training
• Institutions • Goods Market Sophistication
• Infrastructure Efficiency • Business
• Macro economic • Labor Market Sophistication
stability Efficiency
• Innovation
• Health and Primary • Financial Market

Education Sophistication
• Technological
Readiness
• Market
Sophistication
DOST-SEI
Subindex Pillars Rank
Basic Overall 93
Requirements Institutions 95
Infrastructure 94
Macroeconomic stability 77
Health ad primary education 86
Efficiency Overall 60
Enhancers Higher education and training 62
Goods market efficiency 64
Labor market efficiency 100
Financial Market sophistication 77

Technological readiness 69
Market size 24
Innovation and Overall 65
Sophistication Business sophistication 55
Factors Innovation 79
DOST-SEI
Competitiveness Index in Comparison with
Other Asia Pacific Countries, 2007-2008
RANK*
Singapore 5.45 7
Japan 5.43 8
S Korea 5.4 11
Hongkong 5.37 12
Taiwan 5.25 14
Australia 5.17 19
Malaysia 5.1 21
New Zealand 4.98 24
Thailand 4.7 28
China 4.57 34
India 4.33 48
Indonesia 4.24 54
Vietnam 4.04 68
Philippines 3.99 71
Cambodia 3.48 110
Timor 3.2 127
0 1 2 3 4 5 6
Global Competitiveness Index *Ranking based on
131 countries
Source: 2007-2008 Global Competitiveness Report, World Economic Forum (WEF)
DOST-SEI
Comparison of RSE’s per 10,000 population, 2007-2008
Japan 54
Singapore 50
Korea 33
China 7
Malaysia 4
Thailand 4
Indonesia 3
Philippines 1
0 10 20 30 40 50 60
Source: 2007-2008 Global Competitiveness Report, WEF and 2006 UIS R&D Survey
DOST-SEI
Comparative Student Performance:
Public Schools
60
50
40
NSAT (1999)
30
20 NSAT (2000)
10
NAT -Y4 (2004)
0
Mathematics Science English
47.47 44.53 47.22

NAT -Y4 (2005)
NSAT (1999)
NSAT (2000) 50.17 44.5 48.75
NAT -Y4 (2004) 46.2 36.8 50.08 NAT-Y5 (2006)
NAT -Y4 (2005) 50.7 39.49 51.33
NAT-Y5 (2006) 47.7 38 47.8
Source: DepEd (2005-2006)
DOST-SEI
Philippine Performance
in TIMSS
Field/Year 1995 1999 2003
Science
Grade 4 23rd (25)
Grade 8 41st (42) 36th (38) 42nd (45)
Mathematics
Grade 4 23rd (25)

Grade 8 40th (42) 36th (38) 41st (45)
( ) – Number of participating countries
DOST-SEI
Overall Achievement-Science Grade 4

 
 

450 409
450 409400
400399
399398
398 
400 360 358 355 350        
   
400 360 358 355 350341
341341
341340
340 334 333 324  
  
350 334 333 324308 307
Score
350 308 307304

AverageScore
304
300
300
250
250
Average
200
200
150
150
100
100
50
50
00
Region
Region

significantly
significantlyhigher
higherthan
thannational
nationalmean
meanatat0.001.
0.001.

significantly
significantlylower
lowerthan
thannational
nationalmean
meanatat0.001.
0.001.
Figure
Figure8.8. Average
AverageMathematics
MathematicsAchievement
AchievementofofStudents
Studentsby
byRegion
Region
(for Grade 4) in TIMSS 2003
(for Grade 4) in TIMSS 2003
Source: TIMSS, 2003

DOST-SEI
Overall Achievement-Science Grade 8
 
500 459  
500 459419  
419 412    
412407
407 406 
406389 389 377
 
  
377372
372 365
365357 
357 356 
356356
  
Score
400 
356 346 
346335  
AverageScore
400 331
335 331 
 300
309 
309 300
300
300
Average
200
200
100
100
00
I II alal VII II IIII II IIIIII ga a VBB XXI I
RR XXI II IVAA VV RR n VVI I VVI III
XX IXIX
CCAA IV NNCC tiotion V a rarag I IV
a
NNa CCa
Region
Region

significantly
significantlyhigher
higherthan
thannational
nationalmean
meanatat0.05.
0.05.

significantly
significantlylower
lowerthan
thannational
nationalmean
meanatat0.05.
0.05.
Figure
Figure11.
11. Average
AverageScience
ScienceAchievement
AchievementofofStudents
Studentsby
byRegion
Region
(for Second Year High School) in TIMSS 2003
(for Second Year High School) in TIMSS 2003
Source: TIMSS, 2003

DOST-SEI
Mean Raw Mathematics Scores
of Special Science Classes, Sample
HSs
and Selected Countries
31 31 32
35 29 30
30 24
Mean Raw Score
25 21 21 22 22
18
20 14
15 10 11
10 6 7
5
0
Figure 10. Mean Raw Score in Mathematics of Special Science Class vs Sample Students PHL
and Selected Countries.
Source: TIMSS, 2003
DOST-SEI
Mean Raw Science Scores of
Special Science Classes, Sample HSs
and Selected Countries
30 27 27
24 25 25 25 25
25 21 22
18
Mean Raw Score
20
14
15 12 12
10
10 8 8
5
0
Figure 11. Mean Raw Score in Science of Special Science Class vs Sample Students PHL and Selected Countries
Source: TIMSS, 2003

DOST-SEI
International Mathematics
Olympiad (IMO)
Details 2003 2004 2005 2007
Philippine Rank 79th 80th 68th 84th

(82) (85) (91) (93)
Philippine Score
vs. Possible 9/252 16/252 30/252 21/252
Maximum Score
( ) – Number of participating countries
DOST-SEI
International Mathematics
Olympiad (2007)
Country Points
China 181
Vietnam 168
Thailand 133
Indonesia 69
Philippines 21
Possible Maximum Points 252
DOST-SEI
Percentage of Qualified Teachers
(1986, 1992, 1998, 2003)
1986 1992 1998
2003
55
71
78
Mathematics 83
34
40
41
General Science 45
30
41
41
Biology 31
15
21
28
Chemistry 16
4
8
16
Physics 8
0 20 40 60 80 100
DOST-SEI
Time Spent on Science Education
vs. Professional and
General Education Courses
COUNTRY SCIENCE/
MATHEMATICS % PROF EDUC % GEN EDUC %
CHINA 70
EGYPT 80 20
HUNGARY (LS) 50-55 15-20 30
INDONESIA (D3) 64 25 11
(S1) 66 23 11
NIGERIA (US) 47 40 13
PHILIPPINES (LS) 12-25 19-21 60-64

(US) 30 22 48
(New Curr./BEEd-2005 21 (+19NM) 31 29
BSE-2005) 42 29 29
THAILAND (US) 52 27 21
VENEZUELA (LS) 35
(US) 60
USA 40 21 39
UNESCO MODEL 50 35 15
SOURCE: UNESCO, 1985

DOST-SEI
Percent of Time of Major Areas
in Teacher Education Curriculum
for Secondary Level
Asian Philippines
Major Areas UNESCO* Count- 1986a 1999 2004b
ries
Mathematics/ 50% 52-70% 34% 31% 42%

Science
Professional 35% 25-27% 21% 22% 29%

Education
General Education 15% 11-21% 45% 45% 29%

Total 100% 100% 100% 100% 100%
*Recommended level by UNESCO Study
a
Based on NSTA-SPI/DECS Study
b
New Teacher Education Curriculum
DOST-SEI
Philippines: New Teacher Education
Curriculum - BSE
Number of
Areas Units %
General Education 63 36
Language &
Communication 27 16
Mathematics 6 3.5
Science 6 3.5
Others 24 13
Content/Subject Area (Science/Math) 60 35
Professional Education 51 29
Source: CHED, 2005
DOST-SEI
Philippines: New Teacher Education
Curriculum - BEEd
Number of
Areas Units %
General Education 63 37
Language & 27 16
Communication
Mathematics 6 3.5
Science 6 3.5
Others 24 13
Content/Subject Area 57 33
Mathematics 12 7
Science 12 7
Others 33 19
Professional Education 54 30
Source: CHED, 2005
DOST-SEI
What can we do?
DOST-SEI
The Production System
Inputs Outputs/
Process
Products
Entering Production System Graduates

Students
Curriculum
Faculty
Facilities
Favorable
Environment
Management
DOST-SEI
Conceptual Framework for TIMSS
General Social Local,

and Educational Community, Personal Background
Contexts and School
Contexts
Attained
Implemented Curriculum
Curriculum
Intended
Curriculum
DOST-SEI
Quality S&M Education:
Some important points
Structures Processes Outcomes
Quality in Quality in
structures processes
Stronger link
DOST-SEI
Some important points
Structures Processes Outcomes

Teacher-student interaction
Hands-on activities in science
Mentoring program for student research
Cooperative learning
Science and math competitions
Interaction with science experts
Emphasis on HOTS
DOST-SEI
Mathematics
Framework for
Mathematical
Grades K-10/11 Content
Critical and
Analytical
Thinking
Cognitive Cognitive
Demands Values
DOST-SEI
Proposed
Science
Framework for
Basic
Education Processes of Concepts of
Science Science
Scientific
Literacy
Habits of Applications
Mind in of Science
Science
DOST-SEI
Proposed Science Curriculum Framework
DOST-SEI
What must teachers in
Mathematics should know?
KNOWLEDGE FOR
SCHOOL
Mathematical MATHEMATICS
Content
Knowledge
ADVANCED
MATHEMATICAL
KNOWLEDGE
DOST-SEI
The National Science Education Standards (USA)
The Professional Development Standards encompass the
following changes in emphases:
Less Emphasis On More Emphasis On

Transmission of teaching Inquiry into teaching and learning
knowledge & skills by lectures
Learning science by lecture & Learning science through
reading investigation and inquiry
Separation of theory and Integration of theory and practice in
practice school settings
Individual learning Collegial and collaborative learning
Fragmented, one-shot sessions Long-term coherent plans

Courses and workshops A variety of professional development
activities
Reliance on external expertise Mix of internal and external expertise
DOST-SEI
Singapore
aims to prepare
students to be
“effective
citizens” who are
able to function in
and contribute to
an increasingly
technologically-
driven world.
DOST-SEI
Western Australia
Science Learning Areas

DOST-SEI
S&T HRD Capacity Building
Post- Specialization
Graduate Level
Graduate
Feeder System
Undergraduate
Level
2
Feeder System
Basic Education Level 1
Development of S&T Education
and Culture
DOST-SEI
UNESCO underscores the value of scientific and
technological literacy as a universal requirement if
people are not to become alienated from the society in
which they live, or be overwhelmed and demoralized
by change.
DOST-SEI
Competent
Science Teacher
Pe ow
io l
a t na
Kn
da led
n
uc sio
go g
Ed es
gi e
of
ca
Pr
l
Content
Knowledge
DOST-SEI
DOST-SEI
Pr
of
Ed es
uc sio
a t na
io l
n
Content
Knowledge
Kn
Pe ow
da led
go g
gi e
ca
l
DOST-SEI
Pr
of
Ed es
uc sio
a t na
io l
n
Content
Knowledge
Kn
Pe ow
da led
go g
gi e
ca
l
DOST-SEI
Pr
of
Ed es
uc sio
a t na
io l
n
Content
Knowledge
Kn
Pe ow
da led
go g
gi e
ca
l
Competent
Science Teacher
Pe ow
io l
a t na
Kn
da led
n
uc sio
go g
Ed es
gi e
of
ca
Pr
l
Content
Knowledge
DOST-SEI
Thank you for listening.
DOST-SEI

Science Education and Science Teacher For The 21 Century: Ester B. Ogena

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Science Education and Science Teacher For The 21 Century: Ester B. Ogena

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Science Education

and Science Teacher

Elementary Secondary Tertiary

49.85% 50.15% 61.24% 38.76% Non-S&T S&T

N= 12.50 M N= 6.27 M N= 2.43 M*

*% Assumed from 2004 Data

Source: DEpEd, CHED, DOST-SEI (2005)

SOURCE: Enrolment Data from 1993-2000, Department of Education

Readiness for the

routine task input (US)

(Ref:Levy and Murnane)

Source: Andreas Schleicher (OECD, 2008)

• Health and Primary • Financial Market

Financial Market sophistication 77

47.47 44.53 47.22

Source: DepEd (2005-2006)

Grade 4 23rd (25)

( ) – Number of participating countries

350 308 307304

Source: TIMSS, 2003

Source: TIMSS, 2003

Source: TIMSS, 2003

Philippine Rank 79th 80th 68th 84th

( ) – Number of participating countries

PHILIPPINES (LS) 12-25 19-21 60-64

SOURCE: UNESCO, 1985

Mathematics/ 50% 52-70% 34% 31% 42%

Professional 35% 25-27% 21% 22% 29%

General Education 15% 11-21% 45% 45% 29%

Entering Production System Graduates

General Social Local,

Structures Processes Outcomes

Structures Processes Outcomes

Less Emphasis On More Emphasis On

Fragmented, one-shot sessions Long-term coherent plans

Science Learning Areas

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