DLSU Department of Science Education

25/08/2026

21/08/2026

📢 𝗖𝗮𝗹𝗹 𝗳𝗼𝗿 𝗣𝗮𝗽𝗲𝗿𝘀 | 𝗘𝗗𝗖𝗢𝗡 𝟮𝟬𝟮𝟲

The 𝟱𝘁𝗵 𝗜𝗻𝘁𝗲𝗿𝗻𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗖𝗼𝗻𝗳𝗲𝗿𝗲𝗻𝗰𝗲 𝗼𝗻 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻, 𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗮𝗻𝗱 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 (𝗘𝗗𝗖𝗢𝗡 𝟮𝟬𝟮𝟲) invites educators, researchers, academics, practitioners and postgraduate scholars to submit their research and join an international community of education professionals in Bali.

Under the theme “Designing the Future of Learning: Engagement and Well-being,” EDCON 2026 will explore innovative approaches to teaching, learning design, learner engagement, well-being, AI and technology, lifelong learning, and education for a sustainable future.

📅 𝟭𝟱–𝟭𝟲 𝗢𝗰𝘁𝗼𝗯𝗲𝗿 𝟮𝟬𝟮𝟲
📍 Grand Palace Bali, Indonesia | Hybrid Conference
📝 𝗔𝗯𝘀𝘁𝗿𝗮𝗰𝘁 𝗦𝘂𝗺𝗶𝘀𝘀𝗶𝗼𝗻 𝗗𝗲𝗮𝗱𝗹𝗶𝗻𝗲: 𝟮𝟵 𝗔𝘂𝗴𝘂𝘀𝘁 𝟮𝟬𝟮𝟲
⏳ 𝗙𝗶𝗻𝗮𝗹 𝗥𝗲𝗴𝗶𝘀𝘁𝗿𝗮𝘁𝗶𝗼𝗻 𝗗𝗲𝗮𝗱𝗹𝗶𝗻𝗲: 𝟭𝟬 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿 𝟮𝟬𝟮𝟲

Share your research, exchange ideas with educators from around the world, and contribute to conversations shaping the future of education.

🌐 https://educateconference.com/

14/08/2026

August is truly a month to remember! 🎉

This month, we celebrate not one, not two, but three faculty celebrators who make our department richer through their dedication, collegiality, and meaningful contributions.

Warmest birthday greetings to Doc Bing, Doc Denis, and Doc Fred! 🎂🎈 May the year ahead bring you continued fulfillment, good health, and many more reasons to celebrate.

This photo was taken during our department’s planning session.

Happy birthday, Docs! Here’s to another year of learning, leading, and making a difference together. 🥂

10/08/2026

🎓 [FINAL THESIS DEFENSE]

We warmly invite the members of the academic community to witness the thesis final defense of EMMANUEL HENRY LITAM DY.
Candidate for the Master of Science in Teaching, Major in Mathematics.

Thesis Title: “Adaptive Reasoning of Struggling Grade 11 Mathematics Students: A Multiple Case Study”

📅 Date: August 13, 2026 (Thursday)
🕙 Time: 02:00 PM (PST)
💻 Venue: Zoom
Meeting ID: 955 1231 4347
Passcode: 773485

ABSTRACT

This study aims to explore how struggling Grade 11 students reason through mathematical problems and how their thinking reflects adaptive reasoning. It focuses on a small group of identified learners from one school, selected through criterion sampling. Using a qualitative case study design, the researcher gathered data through classroom observations, problem-solving tasks, and interviews. Guided by socio-cultural and CHAT perspectives, the study seeks to understand how students’ reasoning develops through classroom interaction and experience. It also aims to identify challenges students face when reasoning through mathematical problems and the factors that support their understanding.The results of this study are expected to provide insights that can help teachers design lessons that balance procedural fluency with conceptual understanding and adaptive reasoning. The findings may also guide curriculum developers and future researchers in improving instructional practices that strengthen mathematical reasoning among struggling learners.

10/08/2026

🎓 [FINAL THESIS DEFENSE]
We warmly invite the members of the academic community to witness the thesis final defense of DAISY MAE R. BONGTIWON.

Candidate for the Master of Science in Teaching, Major in Physics.

Thesis Title: “Design, Implementation and Evaluation of Physics Digital Learning Support System (PDLSS)”

📅 Date: August 11, 2026 (Tuesday)
🕙 Time: 10:00 AM (PST)
💻 Venue: Zoom
Meeting ID: 902 003 2437
Passcode: PDLSS

ABSTRACT
The Physics Digital Learning Support System (PDLSS) is a digital instructional intervention designed to enhance students' motivation toward learning Physics. The study was anchored on the Constructive Learning Model (CLM), Cognitive Learning Theory (CLT), and the Technology Acceptance Model (TAM) and employed a quantitative action research design using the Plan–Do–Study–Act (PDSA) model. The participants consisted of first-year Bachelor of Science in Mathematics (BS Mathematics) students enrolled in Physics and Physics and Science instructors who evaluated the system and served as expert validators. Data were analyzed using the mean, standard deviation, paired-samples t-test, and Pearson Product-Moment Correlation. The findings revealed that the Physics Digital Learning Support System (PDLSS) is unique because of its career-oriented learning approach, learner-centered and self-paced instruction, comprehensive Physics lessons, STEM-based activities, interactive assessments with immediate feedback, multiple assessment attempts, and worked-out examples. These features promote meaningful learning by connecting Physics concepts to authentic career applications while encouraging active participation and independent learning. Following its implementation, students demonstrated significant improvements across all motivation dimensions, with paired-samples t-test results confirming statistically significant improvements (p < 0.001). The PDLSS also received positive evaluations in terms of Perceived Usefulness and Perceived Ease of Use. Furthermore, Pearson Product-Moment Correlation analysis revealed significant moderate positive relationships between students' motivation and Perceived Usefulness (r = 0.45, p = 0.0035) and Perceived Ease of Use (r = 0.52, p < 0.001). The study concludes that the Physics Digital Learning Support System (PDLSS) is an effective digital instructional intervention for enhancing students' motivation toward learning Physics.

06/08/2026

🎉 That’s a wrap for MSP 3.0!

MSP 3.0 brought together passionate educators, researchers, and future scholars in a celebration of learning, collaboration, and the enduring pursuit of excellence in science education.

📊 MSP 3.0 by the Numbers

👥 80 passionate participants
🎙️ 6 distinguished resource speakers
🏛️ 5 participating institutions:

* De La Salle University
* De La Salle Araneta University
* Philippine Normal University – Manila
* University of Santo Tomas
* National University – Mall of Asia

💡 Countless meaningful conversations, scholarly exchanges, and new collaborations

🌟 What Our Participants Valued Most

📚 Research Presentations
Participants appreciated the diverse action research studies, innovative methodologies, and dissertation projects presented, highlighting practical teaching interventions and research models that they can apply in their own educational contexts.

🌱 Professional Growth and Inspiration
The sessions provided fresh perspectives on teaching and research, empowering participants with new strategies while inspiring them through the speakers’ scholarly journeys and unwavering commitment to lifelong learning.

💬 Interactive Sessions
The lively question-and-answer discussions became one of the defining features of MSP 3.0, creating opportunities for meaningful dialogue, critical reflection, and collaborative knowledge-building.

🤝 Networking and Socialization
Beyond the formal sessions, MSP 3.0 created valuable opportunities for participants from different institutions to connect, exchange experiences, build professional networks, and cultivate friendships that will continue to strengthen the science and math education community.

❤️ A Legacy of Mentorship
More than an academic gathering, MSP 3.0 celebrated the remarkable legacy of Dr. Maricar S. Prudente (“Doc Bing”). Her passion for science education, research, and mentorship continues to shape and inspire generations of educators, researchers, and students.

On behalf of the MSP 3.0 Organizing Committee, we extend our heartfelt gratitude to our participants, distinguished resource speakers, partner institutions, volunteers, and everyone who made this event possible. Your enthusiasm, generosity, and commitment transformed MSP 3.0 into more than a conference—it became a vibrant community dedicated to advancing science and mathematics education through research, innovation, and collaboration.

🎂 As MSP 3.0 comes to a close, we also take this opportunity to celebrate a very special occasion. Happy Birthday, Doc Bing! Thank you for your unwavering dedication to mentoring educators and researchers, and for the lasting legacy you continue to build in the field of science education. We wish you good health, abundant happiness, and many more years of inspiring lives through your wisdom, kindness, and passion for education. May the year ahead bring you continued success, fulfillment, and countless reasons to celebrate.

Until we meet again—see you at MSP 4.0 next year! 🎉

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28/07/2026

We are excited to welcome everyone to Maricar S. Prudente Science Education Lecture MSP3.0! 🎉

We look forward to an inspiring gathering filled with meaningful conversations, shared insights, and opportunities to learn and connect.

See you at MSP 3.0! 💚🏹

28/07/2026

🎓 [FINAL DISSERTATION DEFENSE]
We warmly invite the members of the academic community to witness the thesis final defense of JOYCEE N. OSACDIN
Candidate for the Doctor of Philosophy in Science Education major in Biology.

Dissertation Title: "FOSTERING SYSTEMS THINKING IN GRADE 10 BIOLOGY: AN INTEGRATIVE STUDY OF CURRICULUM, TEACHER DEVELOPMENT, AND STUDENT LEARNING"
📅 Date: July 29, 2026 (Wednesday)
🕙 Time: 04:00 PM (PST)
💻 Venue: via Zoom

Meeting ID: 972 3619 8699
Passcode: 343208

ABSTRACT
Contemporary science education increasingly calls for learners to understand biological phenomena as interconnected systems rather than isolated concepts. Although curriculum reforms emphasize inquiry and conceptual coherence, less is known about how opportunities for systems thinking are interpreted and translated from the intended curriculum into classroom practice. Guided by the Theoretical Perspectivism in a Situative Instructional Context (TP–SIC) framework, this Design-Based Implementation Research (DBIR) study examined how systems thinking was represented, translated, and enacted in Grade 10 Biology. The study comprised two interconnected phases: (1) evaluation of curriculum opportunities and baseline teaching practices, followed by collaborative instructional co-design; and (2) classroom implementation of the co-designed Systems-Driven Inquiry Learning (SDIL) framework. Participants included four Grade 10 Biology teachers from a public high school and their Grade 10 students. Quantitative analyses of curriculum and lesson plan evaluations, classroom observation ratings, and students' systems models were complemented by directed content analysis of classroom discourse and thematic analyses of interviews, focus group discussions, and teacher and student reflections to explain how systems thinking was interpreted, translated into instruction, enacted in classroom practice. Findings revealed that opportunities for systems thinking were embedded within the intended Biology curriculum; however, realizing these opportunities depended on teachers' instructional interpretation as the demands of systems reasoning became increasingly sophisticated. Baseline lesson planning and classroom observations indicated that systems thinking was not yet systematically translated into instructional design or classroom enactment. Through collaborative instructional co-design, teachers reinterpreted curriculum opportunities and designed learning experiences emphasizing systems-oriented reasoning. During classroom implementation, students demonstrated improvements in systems thinking by representing, explaining, and integrating relationships across biological systems. Taken together, the findings demonstrate that fostering systems thinking in Grade 10 Biology requires alignment among curriculum interpretation, collaborative teacher development, instructional design, and classroom enactment, illustrating how systems thinking develops through coherent teaching and learning.

27/07/2026

🎓 [FINAL DISSERTATION DEFENSE]

We warmly invite the members of the academic community to witness the thesis final defense of Leonardo M. Francisco Jr.
Candidate for the Doctor of Philosophy in Science Education major in Biology.

Dissertation Title: "Unveiling The Levels and Mechanisms of Immersion in Augmented Reality–Based Biology Learning: A Mixed-Methods Study Using the AR-Cell Explorer Module"

📅 Date: July 28, 2026 (Tuesday)
🕙 Time: 10:00 AM (PST)
💻 Venue: via Zoom
Meeting ID: 751 065 9552
Passcode: photolife

ABSTRACT

Despite the potential of augmented reality (AR) to support science learning and visualization, a gap exists between students’ readiness for technology-enhanced learning and the availability of curriculum-aligned AR resources in Philippine schools. This action research investigated the effectiveness of the AR-Cell Explorer Module in improving SHS students’ understanding of cell structure and function while examining how immersion develops during AR-based learning. Using a mixed-methods design within the Plan-Do-Study-Act (PDSA) framework, the study involved 46 SHS-STEM students who completed five AR-based modules based on the 5E instructional model. Quantitative data were collected through pre-test and post-test achievement measures and the Augmented Reality Immersion (ARI) questionnaire, while qualitative data were gathered through classroom video observations, student journal reflections, and focus group discussions. Results showed that the AR-Cell Explorer Module significantly improved students’ understanding of cell structure and function, with students demonstrating moderate learning gains (g = 0.47) and significant improvement in post-test scores, t(45) = 8.42, p < .001. Students maintained consistently high levels of engagement throughout the implementation, although variations in deeper levels of immersion were observed across the five modules. Qualitative-quantitative triangulation identified novelty, environmental richness, meaningful analogies, collaboration, interactive manipulation, and manageable cognitive demands as important factors influencing students’ immersive experiences.The findings support the view that immersion develops as a hierarchical experience consisting of engagement, engrossment, and total immersion, and that these levels are influenced by instructional design and classroom context. The study demonstrated that immersion is not an automatic outcome of AR technology but rather a product of intentional instructional design, with important implications for the development of AR-based learning experiences in science education.

26/07/2026

🌍 Meet the Experts Joining EDCON 2026!

Gain valuable insights from distinguished academics and education leaders at the 5th International Conference on Education, Teaching and Learning (EDCON 2026).

🎓 Conference Chair
Dr. Voltaire M. Mistades
Associate Professor, Br. Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines

🎙️ Conference Speakers
• Dr. Lo Yueh Yea (Janice) – Universiti Malaya, Malaysia
• Dr. Saher Ali – Torrens University, Australia
• Assoc. Prof. Dr. Malini Ganapathy – Universiti Sains Malaysia
• Dr. Kakoli Sen – Professor & Chair, IIM Sambalpur, Delhi Campus, India

Join us for two inspiring days of keynote presentations, knowledge sharing, and international networking.

📅 Conference Dates: 15–16 October 2026
📍 Hotel Grand Palace, Bali, Indonesia (Hybrid)

📄 Abstract Submission Deadline: 15 August 2026

Present your research, engage with global experts, and become part of an international education community.

🌐 Submit your abstract:
https://educateconference.com/