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Bernardo, Allan Benedict I., Ph. D.  

Last Updated: Jan 23, 2015 URL: http://libguides.dlsu.edu.ph/content.php?pid=481829 Print Guide RSS UpdatesEmail Alerts

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Dr. Allan Benedict I. Bernardo

 

Scope Note

     Accessible on the net, this webliography consists of selected papers and articles written by Dr. Allan Benedict I. Bernardo. Some of the publications were written with other authors.


     Dr. Allan Benedict I. Bernardo, is a University Fellow, and full professor and chair of the Counseling and Educational Psychology Department of De La Salle University-Manila. He was also the former Director of the Lasallian Institute for Development and Educational Research (LIDER). In 2007, he was elected academician of the National Academy of Science and Technology (NAST). He belongs to a select group of outstanding members of the scientific community in the country where he was cited for his works in the field of Cognitive Psychology. He was elected secretary-general of the Asian Association of Social Psychology (AASP) during its Annual General Membership Meeting in Sabah, Malaysia on July 27, 2007. Prior to his election, he served as Southeast Asian regional representative, then as chair of the Education and Training Committee of AASP. A multi-awarded researcher, his current interests include social and cultural dimensions of learning, achievement motivation, and cognitions about learning; mathematical learning and problem solving; language and learning; learning and problem solving in bilinguals; teacher cognitions and teacher development; and educational reform and policy. He finished his Doctor of Philosophy in Cognitive Psychology and Master of Science in Cognitive Psychology from Yale University, New Haven, Connecticut and his Bachelor of arts Major in Psychology from the University of the Philippines.

Source:
http://www.dlsu.edu.ph/academics/colleges/ced/dean.asp
http://www.dlsu.edu.ph/offices/mco/publications/2401/20070709.pdf
http://www.dlsu.edu.ph/offices/mco/publications/2401/20070823.pdf
http://www.dlsu.edu.ph/faculty/fis/faculty_info.asp?fac_id=1039102086

 

Internet Sites

Case studies on the interaction between students' understanding and belief in learning the theory of evolution 
http://conference.nie.edu.sg/2007/paper/papers/SCI007.pdf
[Retrieved September 22, 2008]

"Written with Dr. Michael Aguirre Clores, of the Department of Mathematics and Natural Sciences, College of Arts and Sciences, Ateneo de Naga University, this article presents case studies on 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. With this perspective, how a Filipino Catholic student's beliefs and understanding diverge, interacts and influence each other in learning the theory of evolution was we explored. Analysis of the interview transcripts and journal entries of five Filipino Catholic college students who were conveniently selected to represent the range of beliefs and understanding were done during and after five lessons on evolution. Results revealed that student's 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 the theory due to challenged religious beliefs and potential to understand evolutionary theory despite resistance to believe in the theory; (d) remaining skeptical about the theory due to ambivalence that emanated from his conflicting theological and scientific beliefs and misconceptions he held about human evolution, and (e) prior beliefs and concepts that were commensurate to the accepted scientific concepts and beliefs about evolution made learning evolution less complicated. We conclude that Filipino students' beliefs affect their ability to understand the theory of evolution and vice-versa. Implications for science instruction, curriculum and assessment were drawn based on the findings."

Getting Published in an ISI Journal 
http://ched-zrc.dlsu.edu.ph/pdfs/getting_published_in_isi_journal.pdf
[Retrieved September 26, 2008]

"The objectives of this power presentation are: a) to provide a discussion of some of the broad and basic considerations for publishing in ISI journals b) to discuss the significance of publishing in ISI journals in the context of developing research in HEI c) to discuss how ISI journals work d) to discuss the most important general considerations in publishing in ISI journals e) to suggest some strategies for improving chances of publishing in ISI journals."

International Higher Education: Models, Conditions and Issues
http://pascn.pids.gov.ph/DiscList/d01/s01-12.pdf
[Retrieved September 24, 2008]

"The study was conducted to answer the following questions: (a) What are the various modes and forms of international education in a globalized higher education environment? (b) How ready are Philippine higher education institutions for international education? (c) What is the implication of having the various modes of international education in the Philippines? Two categories of activities of international higher education were found: (a) activities stemming from the traditional spirit of internationalism (ethos of international cooperationism & appreciation of an international quality) and (b) variations of open market transnational education that were born out of the agenda of globalization. Exemplars of these were described. It was also noted that even those activities born out of internationalism seem to have been transformed recently in ways that converge with the agenda of globalization ."

Validity of the Learning Process Questionnaire With Students of Lower Academic Attainment. [Abstract]
http://www.ncbi.nlm.nih.gov/pubmed/11026426
[Retrieved July 29, 2009]

With L. F. Zhang, this paper presents the result of "the Learning Process Questionnaire that was administered to 692 secondary school students (308 boys, 380 girls, and 4 unspecified) in the Philippines. The ages of the participants ranged from 14 to 22 years, with an average of 15 yr. An exploratory factor-analysis procedure was conducted for the entire sample, for the lower achievers (n = 333), and for higher achievers (n = 359). The factor structure of the Learning Process Questionnaire was uninterpretable with data obtained from students of lower academic achievement."

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