Skip to main content

Advertisement

SpringerLink
Log in

Development and validation of the Place-Based Learning and Constructivist Environment Survey (PLACES)

  • Original Paper
  • Published:
Learning Environments Research Aims and scope Submit manuscript

Abstract

Learning environment studies acknowledge that learning takes place within the social realm and that social conditions contribute to the quality of both learning and experience. This can be said to be especially true for environmental learning programs. To access information about students’ perceptions of their learning environment, a robust instrument for describing and measuring student perceptions of environmental education in place-based educational settings was developed and validated. Focus groups with environmental educators were formed to explore (from teachers’ perspective) the factors viewed as most important to environmental learning and as most likely to influence the unique type of learning environments fostered in place-based or community-based environmental education programs. Analysis of qualitative work resulted in the inclusion of eight scales developed/adapted from previous learning environment surveys for use in the new Place-Based Learning and Constructivist Environment Survey for use in secondary settings. In this article, validity and reliability data for this instrument are presented and the implications of these data for future research within environmental education, place-based education and teacher education programs are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aldridge, J. M., Fraser, B. J., & Haung, T. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–57.

    Article  Google Scholar 

  • Anstine Templeton, R., & Johnson, C. E. (1998). Making the school environment safe: Red Rose’s formula. Learning Environments Research, 1, 35–57.

    Article  Google Scholar 

  • Anstine Templeton, R., & Nyberg, L. (1997). Making sense of it all: Using science to teach at risk students how to succeed. In D. L. Fisher & T. Rickards (Eds.), Science, mathematics and technology education and national development: Proceedings of the 1997 international conference on science mathematics and technology education, Hanoi, Vietnam (pp. 329–336). Perth, Western Australia: Curtin University of Technology.

    Google Scholar 

  • Arenas, A. (1999). If we all go global, what happens to the local? In defense of a pedagogy of place. Retrieved from ERIC database. (ED434796).

  • Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Ballantyne, R., & Packer, J. M. (1996). Teaching and learning in environmental education: Developing environmental conceptions. The Journal of Environmental Education, 27(2), 25–33.

    Article  Google Scholar 

  • Banning, J. (1988). Ecological transitions. The Campus Ecologist, 6(4), 1–3.

    Google Scholar 

  • Basile, C. (2000). Environmental education as a catalyst for transfer of learning in young children. The Journal of Environmental Education, 32, 21–27.

    Article  Google Scholar 

  • Bell, P., Greene, T., Fisher, J., & Baum, A. (1996). Environmental psychology (4th ed.). Orlando, FL: Harcourt Brace.

    Google Scholar 

  • Blocher, D. (1978). Campus learning environment and the ecology of student development. In J. Banning (Ed.), Campus ecology: A perspective for student affairs (pp. 17–31). Cincinnati, OH: National Association Student Personal Administrators.

    Google Scholar 

  • Blose, R. J., & Fisher, D. (2003). Effects of teacher school-level environmental perceptions on changing elementary mathematics classroom environments. Retrieved from ERIC database (ED476659).

  • Bogner, F. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspectives. The Journal of Environmental Education, 29(4), 17–30.

    Article  Google Scholar 

  • Bonnett, M. (2004). Lost in space? Education and the concept of nature. Studies in Philosophy and Education, 23, 117–130.

    Article  Google Scholar 

  • British Columbia Ministry of Education. (2007). Environmental learning and experience: An interdisciplinary guide for teachers. Retrieved from: http://www.bced.gov.bc.ca/environment_ed/.

  • Corral-Verdugo, V., & Frais-Armenta, M. (1996). Predictors of environmental critical thinking: A study of Mexican children. The Journal of Environmental Education, 27(4), 23–28.

    Article  Google Scholar 

  • Cronbach, D. J. (1951). Coefficient alpha and internal structure of tests. Psychometrika, 16, 297–334.

    Article  Google Scholar 

  • Cummins, S., & Snively, G. (2000). The effect of instruction on children’s knowledge of marine ecology, attitudes toward the ocean, and stances toward marine resource issues. Canadian Journal of Environmental Education, 5, 305–326.

    Google Scholar 

  • De Vellis, R. F. (1991). Scale development: Theory and application. Thousand Oaks, CA: Sage Publications, Inc.

    Google Scholar 

  • Evans, G. W. (2006). Child development and the physical environment. Annual Review of Psychology, 57, 423–451.

    Article  Google Scholar 

  • Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation: Alternative approaches and practical guidelines. Toronto, ON: Pearson.

    Google Scholar 

  • Fraser, B. J. (1991). Two decades of classroom environment research. In B. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 3–27). London: Pergamon Press.

    Google Scholar 

  • Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.

    Google Scholar 

  • Fraser, B. J. (1998). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht: Kluwer.

    Google Scholar 

  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). New York: Springer.

    Chapter  Google Scholar 

  • Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399–422.

    Article  Google Scholar 

  • Fraser, B. J., & Tobin, K. (1991). Combining qualitative and quantitative methods in classroom environment research. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 271–292). London: Pergamon Press.

    Google Scholar 

  • Fraser, B. J., & Walberg, H. J. (Eds.). (1991). Educational environments: Evaluation, antecedents and consequences. Oxford: Pergamon Press.

    Google Scholar 

  • Gaventa, J. (1988). Participatory research in North America. Convergence, 21(2/3), 19–27.

    Google Scholar 

  • Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.

    Article  Google Scholar 

  • Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Henderson, D., & Reid, K. (2000, January). Learning environments in senior secondary science classes. Paper presented at the second international conference on science, mathematics and technology education, Taipei, Taiwan.

  • Hodgson, M. (2002). Rating, ranking, and understanding acoustical quality in university classrooms. Journal of the Acoustical Society of America, 112, 568–575.

    Article  Google Scholar 

  • Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41, 49–64.

    Article  Google Scholar 

  • Horne-Martin, S. (2002). The classroom environment and its effects on the practice of teachers. Journal of Environmental Psychology, 22, 139–156.

    Article  Google Scholar 

  • Jamieson, P. (2003). Designing more effective on-campus teaching and learning spaces: A role for academic developers. International Journal for Academic Development, 8(1/2), 119–133.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, F. P. (2003). Joining together: Group theory and group skills (8th ed.). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Kahn, P. H., Jr. (1997). Children’s moral and ecological reasoning about the Prince William Sound oil spill. Developmental Psychology, 33, 1091–1096.

    Article  Google Scholar 

  • Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice. In B. Atweh, S. Kemmis, & P. Weeks (Eds.), Action research in practice: Partnerships for social justice in education (pp. 21–36). London: Routledge.

    Google Scholar 

  • Kennedy, S. M., Hodgson, M., Dillon Edgett, L., Lamb, N., & Rempel, R. (2006). Subjective assessment of listening environments in university classrooms: Perceptions of students. Journal of the Acoustical Society of America, 119, 299–309.

    Article  Google Scholar 

  • Kenney, D. R., Dumont, R., & Kenney, G. (2005). Mission and place: Strengthening learning and community through campus design. Westport, CT: Greenwood Publishing Company.

    Google Scholar 

  • Kenney, J., Price-Militana, H., & Horrocks-Donohue, M. (2003). Helping teachers to use their school’s backyard as an outdoor classroom: A report on the watershed learning center program. The Journal of Environmental Education, 35(1), 15–21.

    Article  Google Scholar 

  • Lewicki, J. (1998). Cooperative ecology & place: Development of a pedagogy of place curriculum. Retrieved from ERIC database. (ED461461).

  • Lewin, L. (1936). Principles of topological psychology. New York: McGraw.

    Book  Google Scholar 

  • Lieberman, G., & Hoody, L. (2000). Developing leadership and community to support an EIC program in your school: A self-evaluation guide. Retrieved from ERIC database. (ED449019).

  • Lord, T. (1999). A comparison between traditional and constructivist teaching in environmental science. The Journal of Environmental Education, 30(3), 22–28.

    Article  Google Scholar 

  • McRobbie, C. J., Fisher, D. J., & Wong, A. F. L. (1998). Personal and class forms of classroom environment instruments. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 581–594). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Moos, R. H. (1974). Systems for the assessment and classification of human environments: An overview. In R. Moos & P. Insel (Eds.), Issues in social ecology (pp. 5–28). Palo Alto, CA: National Press Books.

    Google Scholar 

  • Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.

    Google Scholar 

  • National Environmental Education and Training Foundation. (NEETF). (2000). Environment-based education: Creating high performance schools and students. Retrieved from http://www.neetf.org/pubs/NEETF8400.pdf.

  • National Environmental Education and Training Foundation. (NEETF). (2005). Environment literacy in America. Retrieved from http://www.neetf.org/pubs/ELR2005.pdf.

  • Oblinger, D. (2006). Space as a change agent. In D. Oblinger (Ed.), Learning spaces (pp. 13.1–13.11). Retrieved from http://www.educause.edu/elements/cdn.asp?id=learningspaces_e-book.

  • Orion, N., Hofstein, A., Pinchas, T., & Giddings, G. (1997). Development and validation of an instrument for assessing the learning environment of science outdoor activities. Science Education, 81, 161–171.

    Article  Google Scholar 

  • Orr, D. (1992). Ecological literacy. Albany, NY: State University of New York Press.

    Google Scholar 

  • Orr, D. (1994). Earth in mind. Washington, DC: Island Press.

    Google Scholar 

  • Perkins, D. F., LaGreca, A. J., & Mullis, R. L. (2002). Rural-urban connections. Retrieved from ERIC database. (ED467311).

  • Scott Houston, L., Fraser, B. J., & Ledbetter, C. E. (2008). An evaluation of elementary school science kits in terms of classroom environment and student attitudes. Journal of Elementary Science Education, 20, 29–47.

    Article  Google Scholar 

  • Smith, G. A., & Williams, D. R. (1999). Ecological education in action: On weaving education, culture and the environment. Albany, NY: SUNY Press.

    Google Scholar 

  • Sobel, D. (1993). Children’s special places: Exploring the role of forts, dens, and bush houses in middle childhood. Tucson, AZ: Zephyr Press.

    Google Scholar 

  • Sobel, D. (1999). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA: Orion Society.

    Google Scholar 

  • Stake, R. (1967). The countenance of educational evaluation. Teachers College Record, 68, 523–540.

    Google Scholar 

  • Stern, G., Stein, M., & Bloom, B. (1958). Methods in personality assessment. Glencoe, IL: The Free Press.

    Google Scholar 

  • Strange, C., & Banning, J. (2001). Educating by design: Creating campus environments that work. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Temple, P. (2007). Learning spaces for the 21 st century: A review of the literature. Retrieved from www.new2.heacademy.ac.uk/assets/York/documents/ourwork/research/Learning_spaces_v3.pdf.

  • Thomashow, M. (1996). Ecological identity. Cambridge, MA: MIT Press.

    Google Scholar 

  • Tobin, K., Butler Kahle, J., & Fraser, B. J. (Eds.). (1990). Windows into science classrooms. Bristol, PA: The Falmer Press.

    Google Scholar 

  • Tobin, K., & Fraser, B. J. (1998). Qualitative and quantitative landscapes of classroom learning environments. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 623–640). Dordrecht: Kluwer.

    Google Scholar 

  • UNESCO (2007). The UN decade for education for sustainable development: The first two years. Retrieved from http://unesdoc.unesco.org/images/0015/001540/154093e.pdf.

  • Walberg, H. J. (1991). Educational productivity and talent development. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 93–109). London: Pergamon Press.

    Google Scholar 

  • Woodhouse, J., & Knapp, C. (2000). Place-based curriculum and instruction. Retrieved from ERIC database. (ED448012).

  • Wubbels, T., & Levy, J. (Eds.). (1993). Do you know what you look like?: Interpersonal relationships in education. London: Falmer Press.

    Google Scholar 

  • Zandviet, D. (2007). Learning environments for environmental education. Retrieved from www.aare.edu.au/07pap/zan07609.pdf.

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC, V5A 1S6, Canada

    David B. Zandvliet

Authors
  1. David B. Zandvliet
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to David B. Zandvliet.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Zandvliet, D.B. Development and validation of the Place-Based Learning and Constructivist Environment Survey (PLACES). Learning Environ Res 15, 125–140 (2012). https://doi.org/10.1007/s10984-012-9110-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10984-012-9110-x

Keywords

Search

Navigation