LOCAL LITERATURE
Written with Dr. Michael Aguirre Clores of the Department of Mathematics and naturalSciences, College of Arts and Sciences, Ateneo de Naga University, presents case studies in the interaction between students‘ understanding and belief in learning the theory of evolution.
Constructivist theory argues that belief and understanding are separate but interrelated aspects in the learning process. Results revealed that students‘ position about the theory of evolution and patterns of understanding varied: (a) misconceptions or lack of understanding affecting the belief; (b) cascade of conceptual change that was complicated by belief; (c) rejection of thetheory due to challenged religious belief and potential to understand evolutionary theory despiteresistance to believe in the theory; (d) remaining skeptical about the theory due to ambivalencethat emanated from his conflicting theological and scientific beliefs and misconception he heldabout human evolution, and (e) prior beliefs and concepts that were commensurate to theaccepted scientific concepts and beliefs about the evolution made learning evolution less complicated. We conclude that the Filipino students‘ belief affect their ability to understand the theory of evolution and vice-versa.The strategic nature of learning requires students to be goal directed. To construct usefulrepresentations of knowledge and to acquire the thinking and learning strategies necessary forcontinued learning success across the life span, students must generate and pursue personallyrelevant goals. Initially, students' short-term goals and learning may be sketchy in an area, butover time their understanding can be refined by filling gaps, resolving inconsistencies, anddeepening their understanding of the subject matter so that they can reach longer-term goals. 27
Educators can assist learners in creating meaningful