Date of Publication
7-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Biology
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Frederick T. Talaue
Defense Panel Chair
Voltaire M. Mistades
Defense Panel Member
Maricar S. Prudente
Lydia S. Roleda
Brian M. Limson
Mila Rosa L. Carden
Abstract (English)
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 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.
Keywords: Systems Thinking; Biology Education; Design-Based Implementation Research (DBIR); Curriculum Interpretation; Collaborative Teacher Development; Classroom Enactment
Abstract Format
html
Abstract (Filipino)
Sa makabagong edukasyong pang-agham, higit na binibigyang-diin ang pangangailangang maunawaan ng mga mag-aaral ang mga penomenong biyolohikal bilang magkakaugnay na systems sa halip na magkakahiwalay na konsepto. Bagama’t binibigyang-diin ng mga reporma sa kurikulum ang inquiry at conceptual coherence, hindi pa lubos na nauunawaan kung paano binibigyang-kahulugan at naisasalin sa aktuwal na gawi sa pagtuturo ang mga oportunidad para sa systems thinking na nakapaloob sa nilalayong kurikulum. Ginabayan ng Theoretical Perspectivism in a Situative Instructional Context (TP–SIC) framework, sinuri sa Design-Based Implementation Research (DBIR) ang pananaliksik na ito kung paano naipapakita sa kurikulum, naisasalin sa pagtuturo, at naisasagawa sa silid-aralan ang systems thinking sa Grade 10 Biology. Binubuo ito ng dalawang magkakaugnay na yugto: (1) pagsusuri sa mga oportunidad para sa systems thinking sa kurikulum at sa mga umiiral na gawi sa pagtuturo, na sinundan ng collaborative instructional co-design; at (2) pagpapatupad ng sama-samang binuong Systems-Driven Inquiry Learning (SDIL) framework sa silid-aralan. Kabilang sa mga kalahok ang apat na guro ng Biology mula sa isang pampublikong paaralan at kanilang mga mag-aaral sa parehong baitang. Gumamit ng mga kwantitatibong pagsusuri sa mga ebalwasyon ng kurikulum at lesson plan, mga rating mula sa classroom observations, at mga systems model ng mga mag-aaral, kasama ang directed content analysis ng classroom discourse at thematic analyses ng interviews, focus group discussions, at mga repleksiyon ng mga guro at mag-aaral. Sa pamamagitan nito, nasuri kung paano binibigyang-kahulugan ng mga guro ang systems thinking, kung paano nila ito naisasalin sa pagtuturo, at kung paano ito naisasagawa sa silid-aralan. Ipinakita ng mga natuklasan na nakapaloob sa nilalayong kurikulum ng Biology ang mga oportunidad para sa systems thinking. Gayunman, ang pagsasakatuparan ng mga ito ay nakasalalay sa kung paano binibigyang-kahulugan ng mga guro ang mga oportunidad na ito, lalo na habang tumataas ang antas ng systems reasoning na hinihingi sa pagtuturo. Ipinakita rin ng pagsusuri sa mga lesson plan at classroom observations bago ang intervention na hindi pa sistematikong naisasalin ang systems thinking sa instructional design at sa aktuwal na gawi sa pagtuturo. Sa pamamagitan ng collaborative instructional co-design, muling binigyang-kahulugan ng mga guro ang mga oportunidad sa kurikulum at bumuo ng mga karanasan sa pagkatuto na nagbibigay-diin sa systems-oriented reasoning. Sa pagpapatupad ng co-designed framework, nagpakita ang mga mag-aaral ng pag-unlad sa systems thinking sa pamamagitan ng pagbuo ng mga representasyon, pagpapaliwanag, at pag-uugnay ng mga relasyon sa iba’t ibang biological systems. Sa kabuuan, ipinakikita ng mga natuklasan na ang paglinang ng systems thinking sa Grade 10 Biology ay nangangailangan ng pagkakaugnay ng interpretasyon sa kurikulum, collaborative teacher development, instructional design, at aktuwal na pagsasagawa ng pagtuturo. Ipinakikita nito na nalilinang ang systems thinking sa pamamagitan ng magkakaugnay na proseso ng pagtuturo at pagkatuto.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Biology—Study and teaching (Secondary); Teacher participation in curriculum planning
Recommended Citation
Osacdin, J. N. (2026). Fostering systems thinking in grade 10 biology: An integrative study of curriculum, teacher development, and student learning. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/66
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8-2029
