Constructivist Learning Environment Survey Research Articles

Development and validation of a modified Turkish version of the Teacher Constructivist Learning Environment Survey (TCLES)

The Constructivist Learning Environment Survey is an instrument used for assessing students’ and teachers’ perceptions of their learning environments. The Teacher Constructivist Learning Environment Survey (TCLES) was created to better enable teachers and researchers to determine teachers’ perception of their use of constructivist approaches in their classrooms. This article reports the development and validation of a modified Turkish version of the TCLES with 449 teachers chosen randomly from primary schools in Turkey. The validity of the TCLES was investigated by means of explanatory and the confirmatory factor analyses, whereas the Cronbach alpha coefficient was used to assess the internal consistency of the scales. The factor analyses were carried out to check the factor structure of the Turkish adaptation of TCLES. The factor analysis revealed that the Turkish adaptation of the original survey consisted of 30 items with the same six-scale structure as the original survey.

The Effect Of Project Based Learning Approach On Achivement And Perception About Learning Environment

Early childhood and Turkish Linguistic Education Program students that enrolled fall semester at faculty of education at Mus Alparslan University participated the study. Project based learning were used in these classrooms. Purpose of the study was to analyze project based learning approach effects on achivement and perception about learning environment. Both qualitative and quantitative methods were used in this study. To analyze pre-service teachers' perceptions about project based learning environment, Constructivist Learning Environment Survey collected as pre-test and post-test at the begining and at the end of semester. Interview was conducted with pre-service teachers at the end of the study. The result of the study revealed that project based learning lead learning, encourage research, enables student make causal connections between real life problems and learned contents, construct their own knowledge and simply facilitate effective and meaningful learning.

INVESTIGATING THE CORRELATION BETWEEN STUDENTS’ PERCEPTIONS ON THE CONSTRUCTIVIST LEARNING ENVIRONMENT AND THEIR ACADEMIC SUCCESS IN SCIENCE COURSE WITH PATH ANALYSIS

The purpose of this study was to investigate the correlation between the perceptions on the constructivist learning environment and academic success of elementary students in science course with structural equation modelling. The correlative investigation model was adopted in the research. The sample of the research consisted of 195 students from six public elementary schools, chosen according to random sampling method. In order to answer the research question, “The constructivist learning environment survey” (Taylor, Fraser & Fisher, 1997) was used in the study. Also, the data in relation with students’ academic success in science course were gathered from their school report cards regarding the spring semester. In this research, LISREL 8.51 structural equation software was used in model establishing by using the observed variables. According to the findings obtained in the research, it was found out that the compatibility index results of the constructed equation model, the model-data compatibility was found out to be high enough [χ2/df=1.46; GFI=0.86; CFI=0.93; RMSEA=0.048; RMR=0.078; SRMR=0.056; NFI=0.81; NNFI=0.92] in the research. In the regression equa¬tion, it was found out that the variable best predicting students’ academic success in science course was the variable personal relevance in relation to the constructivist learning environment. On the other hand, it was understood that all five predictor variables that were included in the regression equation account for 76% of the overall variance of the academic success in science course in the research. Key words: Constructivist learning environment, correlation, elementary students, science course.

Capturing essential understandings of the urban science learning environment

This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students’ experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom.

The effectiveness of problem-based learning on teaching the first law of thermodynamics

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

PROMOTING STUDENTS’ CONCEPTUAL UNDERSTANDING OF PLANT DEFENSE RESPONSES USING THE FIGHTING PLANT LEARNING UNIT (FPLU)

Most students think animals are more interesting than plants as a study topic believing that plants are inferior to animals because they are passive and unable to respond to external challenges, particularly biological invaders such as microorganisms and insect herbivores. The purpose of this study was to develop an inquiry-based learning unit, the Fighting Plant Learning Unit (FPLU), which focuses on plant defense responses to biological stimuli. The study also investigated students’ perceptions of the FPLU implemented in a constructivist classroom. A total of 31 Thai science majors from grade 12 participated in this study. Multiple data-gathering techniques (quantitative and qualitative) were employed: conceptual testing, concept mapping, the Constructivist Learning Environment Survey questionnaire and semi-structured interviews. It was found that from their active participation, the students developed a better conceptual understanding of plant defense mechanisms. In addition, they appeared to have positive attitudes toward the FPLU as evidenced by their preference for inquiry-based teaching in a constructivist learning environment. Finally, their perspectives on and appreciation of plants as active organisms had been favorably changed by the experience.

Preservice Science Teachers' Perceptions of Their Practicum Classrooms

Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.

A Survey of Registered Dietitians' Perceptions of Constructivist and Behaviorist Instructional Approaches and Delivery Methods in Accredited Dietetics Programs

This purpose of this research study was to test learning theories and models of teaching (constructivist vs. behaviorist) used in dietetic education programs. Additionally, the focus of accreditation for dietetics education is the quality and integrity of a program regardless of its instructional delivery method. Therefore, this study examined the variations between on-line and on-campus delivery methods. Research questions that guided this study included: 1) To what extent do educators use constructivist or behaviorist theoretical approaches during instructional delivery? 2) What are the differences in learning between on-line education and oncampus delivery methods? 3) As far as constructivist and behaviorist teaching methods impact learning, is there an interaction between instructional style and delivery method? 4) How do constructivist and behaviorist teaching methods impact learning (as measured by RD exam score, GPA, and perceived level of knowledge and skills) to work as an entry level dietitian)? A 106-item survey was developed by the author and adapted from previously developed instruments including the Teaching Belief Survey and the Constructivist Learning Environment Survey. Multiple interaction effects were found, indicating that constructivist and behaviorist teaching strategies and learning environments are not mutually exclusive nor is either one considered to be superior to the other. Descriptive statistics such as means and percentages were used to compare response distributions. Factor analysis was performed and the value of Cronbach’s alpha for all of the components was calculated. Paired sample t-tests, Pearson product-moment correlation coefficients were used to compare on-line and on-campus responses. Multiple linear regressions and path analysis were also used as part of the data analysis process.

Investigating the Relationships Among Elementary School Students’ Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment

The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementaryPUBLIC schools located in Ankara, Turkey constituted the participants of this study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES. Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study. It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES.

CLES-ICT: a Scale to measure ICT Constructivist Learning Environments in Malaysia

The purpose of this study was to validate an instrument to explore students’ preferences toward the constructivist learning environments for a discrete ICT subject. The instrument was customized and modified from the Constructivist Learning Environment Survey (CLES) questionnaire. It included five components of constructivist learning: Personal Relevance, Uncertainty of ICT, Shared Control, Critical Voice and Student Negotiation. Data were gathered from 440 Malaysian secondary school students. Data analyses supported the instrument's internal consistency reliability, factor structure, discriminant validity and its ability to differentiate between ICT classrooms.

The learning environment of natural history museums: Multiple ways to capture students’ views

This article describes an initial attempt to find out students’ perceptions of class visits to natural history museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some differences in students’ perceptions of the visit. Opportunities for concrete experiences and cognitive and affective engagement were not covered by the M-CLES, while the nature of science was not discussed by the students in their responses to the open-ended item and the interviews. This suggests that each instrument has its advantages and limitations and, therefore, the three means for data collection enabled a complementary view. Based on our findings, we suggest further development of museum learning environment surveys to capture students’ perceptions.

Accounting for preservice teachers’ constructivist learning environment experiences

The article reports the findings of a study conducted to inform a teacher preparation program of the extent to which they were providing students with experiences consistent with the program goals. The Constructivist Learning Environment Survey (CLES) was administered three times to participants in a 1-year program for graduate students seeking licensure in mathematics and science. These data were compared to program course syllabi and participant reflections to generate an account of institutional practice. From this account, observations about the program and a subsequent hypothetical learning trajectory were generated. It is recommended that the program find additional ways to explicitly integrate constructivist learning environment components into coursework and field experiences, specifically in the area of Critical Voice. Furthermore, the program should continue to structure programs components differently for mathematics and science and continue to offer a year-round field experience.

A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches

This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable.

Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics

This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students’ attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample, as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom learning environment and students’ attitudes to mathematics and conceptual development.

Effect of the interaction of instructional delivery model and preference of learning environment on students’ attitudes

Methods The sample group was composed of 347 tenth graders (180 girls and 167 boys) attending eight Earth science classes from the fourth year of secondary education. Each of the eight groups was randomly assigned to either one of the following instructional delivery models of CAI: the teacher-centred model and the student-centred model. The students’ preferences of learning environment were measured by a Chinese version of the Constructivist Learning Environment Survey (CLES), originally developed by Taylor and Fraser (1991). The scores for every student’s responses on the studentcentredness scale in preferred forms of CLES were used as indicators to display their preferences of constructivist learning environments; hence, every student had different scores to show their preferences towards such environments. The students participating in this study were pretested using CLES and were categorised as either less constructivist-oriented or more constructivist-oriented, based on their average scores on the student-centredness scale. The dependent variable, students’ attitudes towards science, was acquired through the use of the Attitudes toward Earth Science Inventory (ATESI) (Chang & Mao, 1999), which

Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development

Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.

Evaluating an Integrated Science Learning Environment Using the Constructivist Learning Environment Survey

This article reports the validity and use of a new form of the Constructivist Learning Environment Survey (CLES). As part of a larger study, a comparative student version (CLES-CS) was developed to evaluate the impact of an innovative teacher development program (based on the Integrated Science Learning Environment, ISLE, model) in school classrooms. Two separate response blocks for 30 items comprising five scales are presented in side-by-side columns to measure students’ perceptions on a five-point frequency response scale of the extent to which certain psychosocial factors are prevalent in the science class taught by a teacher who had attended the ISLE program (THIS), as well as their perceptions of other science and non-science classes taught by other teachers in the same school (OTHER). The five scales of the CLES are called Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation. Using data collected from 1079 students in 59 classes in north Texas, principal components factor analysis with varimax rotation and Kaiser normalization confirmed the a priori structure of the CLES-CS. The factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups were supported for the CLES-CS. Students whose science teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other science and non-science teachers in the same schools (OTHER). Similar results were found when comparing the classroom environment perceptions of students whose science teachers had attended the ISLE program with the perceptions of students whose science teacher had attended alternative field trip programs (non-ISLE).

Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools

Research was conducted on associations between classroom psychosocial environment and academic efficacy. A sample of 2651 mathematics students from Australian and British secondary schools responded to an instrument that assessed ten dimensions of mathematics classroom environment (student cohesiveness, teacher support, investigation, task orientation, cooperation, equity, involvement, personal relevance, shared control, student negotiation). These scales were from two recently developed instruments: What Is Happening In This Classroom? (WIHIC) and the Constructivist Learning Environment Survey (CLES). A seven‐item scale assessed students’ academic efficacy at mathematics‐related tasks. Simple and multiple correlation analyses revealed statistically significant correlations between these classroom environment dimensions and academic efficacy. Enhanced classroom environments were associated with higher levels of student academic efficacy. A commonality analysis showed that the three CLES scales did not contribute greatly to explaining variance in academic efficacy beyond that attributed to the seven WIHIC scales.

Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES)

The purpose of the study was to investigate the use of an existing instrument, the Constructivist Learning Environment Survey (CLES)(Taylor, Dawson & Fraser, 1995; Taylor, Fraser & Fisher, 1993, 1997), for providing insights into the classroom learning environments of beginning science teachers. In the first year of the study, the CLES was used with 290 upper elementary, middle, and high school science teachers and preservice teachers. As part of a larger study of the classroom environments and teaching practices of beginning science teachers, data also were gathered through classroom observations of and interviews with some of the participating teachers. Exploratory factor analysis and internal consistency reliability analysis, as well as examination of each item and of participants' questions and comments about them, led to a shortened, revised version of the CLES, named the CLES 2(20). The five original scales were retained, but the number of items in each scale was reduced from six to four. The single negatively worded item was eliminated. Some of the original items were rephrased. The revised CLES was then used in the second, third and fourth years of the study. Examples of feedback based on CLES data is provided to researchers to assist them in writing teacher profiles.

Using teacher action research to promote constructivist learning environments in South Africa

The primary focus was to assist South African teachers to become reflective practitioners in their daily mathematics classroom teaching. The study involved a combination of quantitative and qualitative research methods. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES) to assess learners' perceptions of the emphasis on constructivism in the classroom environment. In the first phase of the study, the CLES was administered to 1 864 learners in 43 classes and analysed to determine whether the CLES is valid and reliable for use in South Africa. As well, descriptive analysis was used to generate graphical profiles of learners' perceptions of the actual and preferred learning environment for each class. During the second 12-week intervention phase, two teachers used the profiles to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented strategies and maintained a daily journal as a means of reflecting on their teaching practices. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their learners' perceptions of the constructivist emphasis in their classroom learning environments had changed. South African Journal of Education Vol.24(4) 2004: 245-253