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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Akar, H. (2003). Impact of constructivist learning process on pre-service teacher education students’, performance, retention, and attitudes. Unpublished Doctoral thesis. Turkey: Middle East Technical University.
Aldridge, J., Fraser, B. J., Taylor, P. & Chen, C. (2000). Constructivist learning environments in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22(1), 37–55.
Arizoy, N. (2007). Examining 8th grade students’ perception of learning environment of science classrooms in relation to motivational beliefs and attitudes. Unpublished master’s thesis, Middle East Technical University, Turkey.
Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41–62.
Bodner, G., Klobuchar, M. & Geelan, D. (2001). The many forms of constructivism. Journal of Chemical Education, 78(8), 1107–1134.
Bukova, E. (2007). The effect of a constructivist learning environment on the limit concept among mathematics student teachers. Educational Sciences: Theory & Practice, 7(3), 1189–1195.
Caprio, M. (1994). Easing into constructivism, connecting meaningful learning with student experience. Journal of College Science Teaching, 23(4), 210–212.
Cavallo, L., Rozman, M. & Potter, H. (2004). Gender differences in learning construct, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288–301.
Dhindsa, S. & Shahrizal-Emran (2011). Using interactive whiteboard technology-rich constructivist learning environment to minimize gender differences in chemistry achievement. International Journal of environmental and Science Education, 6(4), 393–414.
Duffy, T. M. & Cunningham, M. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 170–198). New York, NY: Simon & Schuster Macmillan.
Fraser, B. J. & Lee, S. S. U. (2009). Science laboratory classroom environments in Korean high schools. Learning Environment Research, 12, 67–84.
Hardy, I., Jonen, A., Moller, K. & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students’ understanding of ‘floating and sinking’. Journal of Educational Psychology, 98(2), 307–326.
Johnson, B. & McClure, R. (2004). Validity and reliability of a shortened, revised version of the constructivist learning environment survey (CLES). Learning Environment, 7(1), 65–80.
Jonassen, D. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(3), 34–37.
Kesal, F. & Aksu, M. (2005). Constructivist learning environment in English language teaching methodology II courses. Hacettepe University Journal of Education, 28(1), 118–126.
Kim, H., Fisher, H. & Fraser, B. J. (1999). Assessment and investigation of constructivist science learning environment in Korea. Research in Science and Technology Education, 17(2), 239–249.
Lee, H. S. & Butler, N. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923–948.
Lee, M. & Tsai, C. (2005). Exploring high school students’ and teachers’ preferences toward the constructivist internet-based learning environments in Taiwan. Educational Studies, 31(2), 149–167.
Narli, S. (2011). Is constructivist learning environment really effective on learning and long-term knowledge retention in mathematics? Educational Research and reviews, 6(1), 36–49.
Nix, R., Fraser, B. J., & Ledbetter, C. (2003). Evaluation an integrated science learning environment (ISLE) using a new form of the constructivist learning environment survey (CLES). Paper presented at the annual meeting of the American Educational Research Association, Chicago
O’Callaghan, B. R. (1998). Computer –intensive algebra and students’ conceptual knowledge of functions. Journal for Research in Mathematics Education, 29(1), 21–40.
Ozkal, K., Tekkaya, C. & Cakiroglu, J. (2009). Investigating 8th grade students’ perceptions of constructivist science learning environment. Education and Science, 34(153), 38–46.
Reeves, T. (1992). Effective dimensions of interactive learning systems. Invited Keynote paper presented address at the Information Technology for Training and Education Conference, Australia
Tafrova, A., Kirova, M. & Boiadjieva, E. (2012). Science teachers views on the constructivist learning environment in the Bulgarian school. Bulgarian Journal of Chemical Education, 21(3), 375–389.
Taylor, P., Dawson, V., & Fraser, B. J. (1995). Classroom learning environments under transformation: A constructivist perspective. Paper presented at the annual meeting of the American Educational Research Association, San Francisco
Taylor, P., & Fraser, B. J. (1991). Development of an instrument for assessment constructivist learning environments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans
Taylor, P., Fraser, B. J. & Fisher, D. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302.
Taylor, P., Fraser, B. J., & White, L. (1994). The revised CLES: A questionnaire for educators interested in the constructivist reform of school science and mathematics. Paper presented at the annual meeting of the American Educational Research Association, Atlanta
Terhart, E. (2003). Constructivism and teaching: A new paradigm in general didactics. Journal of Curriculum studies, 35(1), 25–44.
Tsai, C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193–205.
Yin, R. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Stage.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Zeidan, A. CONSTRUCTIVIST LEARNING ENVIRONMENT AMONG PALESTINIAN SCIENCE STUDENTS. Int J of Sci and Math Educ 13, 947–964 (2015). https://doi.org/10.1007/s10763-014-9527-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-014-9527-z