Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore, May 2007 CASE STUDIES ON THE INTERACTION BETWEEN STUDENTS’ UNDERSTANDING AND BELIEF IN LEARNING THE THEORY OF EVOLUTION Michael Aguirre Clores, Ph.D. Department of Mathematics and Natural Sciences, College of Arts and Sciences Ateneo de Naga University, Philippines Allan Benedict I. Bernardo, Ph.D. Department of Science Education, College of Education, De La Salle University-Manila, Philippines ABSTRACT 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