Abstract
The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the faculty of science in Al-Quds University. In order to assess the constructivist learning environment, the Constructivist Learning Environment Survey (CLES) was used in this study; this version has five scales containing six items in each scale. In this study, CLES has been strongly supported by the factorial validity, and Cronbach’s alpha reliability of the instrument was found to be 0.90. The study revealed that the mean of the items in the CLES was 3.8 based on a five-point Likert-type scale. The result of the present study suggests that there is a statistically significant gender difference in students’ responses to the CLES, with female students’ perceptions of the constructivist learning environment being more positive than those of their male counterparts.
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