Abstract
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).
Similar content being viewed by others
References
Aldridge, J. M., Fraser, B. J., & Huang, T.-C. I. (1999). Investigating classroom environment in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–63.
Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. C. (2000). Constructivist learning environments in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22, 37–55.
Allen, D., & Fraser, B. J. (2002, April). Parents’ and students’ perceptions of the classroom learning environment and its influence on student outcomes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Dryden, M., & Fraser, B. J. (1998, April). The impact of systemic reform efforts on instruction in high school classes. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Fisher, D. L., & Fraser, B. J. (2003). Emergence of learning environment research in South Africa. Learning Environments Research, 6, 229–230.
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.
Fraser, B. J. (1998a). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht, The Netherlands: Kluwer.
Fraser, B. J. (1998b). The birth of a new journal. Learning Environments Research, 1, 1–5.
Fraser, B. J. (1998c). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
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.
Fraser, B. J., & Walberg, H. J. (Eds.). (1991). Educational environments: Evaluation, antecedents and consequences. London: Pergamon.
Goh, S. C., & Khine, M. S. (Eds.). (2002). Studies in educational learning environments: An international perspective. Singapore: World Scientific.
Johnson, B., & McClure, R. (2002, April). Validity and reliability of a revised version of the Constructivist Learning Environment Survey (CLES). Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Kim, H. B., Fisher, D. L., & Fraser, B. J. (1999). Assessment and investigation of constructivist science learning environments in Korea. Research in Science and Technological Education, 17, 239–249.
Kim, J., & Mueller, C. W. (1982). Introduction to factor analysis: What it is and how to do it. Beverly Hills, CA: Sage Publications.
Lee, S. U. (2001). Assessment, description and effects of science classroom environments in Korea. Unpublished doctoral thesis, Curtin University of Technology, Perth, Australia.
Lee, S., & Taylor, P. (2001, December). The cultural adaptability of the CLES: A Korean perspective. Paper presented at the annual meeting of the Australian Association for Research in Education, Fremantle, Australia.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
Maor, D., & Fraser, B. J. (1996). Use of classroom environment perceptions in evaluating inquiry-based computer-assisted learning. International Journal of Science Education, 18, 401–421.
McRobbie, C. J., & Fraser, B. J. (1993). Associations between student outcomes and psychosocial science environment. Journal of Educational Research, 87, 78– 85.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications.
Milne, C., & Taylor, P. (2000, April). “Facts are what you teach in science!”: Teacher beliefs and the culture of school science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
National Board for Professional Teaching Standards. (2001). Adolescence and young adulthood/science standards. Washington, DC: Author.
Nix, R. K. (2002). Virtual field trips: Using information technology to create an integrated science learning environment. Unpublished doctoral thesis, Curtin University of Technology, Perth, Australia.
Nix, R. K., Ledbetter, C. E., & Fraser, B. J. (2001, December). Evaluation of an integrated science learning environment that bridges university field classes and field trips. Paper presented at the annual meeting of the Australian Association for Research in Education, Fremantle, Australia.
Rillero, P. (1993, April). The revolution of enlightenment: A historical case study of significant educational change through teacher education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
Rubin, A., & Babbie, E. (1993). Research methods for social work (2nd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.
Sebela, M. P., Fraser, B. J., & Aldridge, J. M. (2003). Teacher action research and constructivist classroom environments in South Africa. In D. Fisher & T. Marsh (Eds.), Making Science, Mathematics and Technology Education Accessible to All: Proceedings of the Third International Conference on Science, Mathematics and Technology Education (Vol. 2, pp. 513–524). Perth, Australia: Curtin University of Technology.
Spinner, H., & Fraser, B. J. (in press). Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes, and conceptual development. International Journal of Science and Mathematics Education.
Taylor, P. C., Dawson, V., & Fraser, B. J. (1995, April). Classroom learning environments under transformation: A constructivist perspective. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Taylor, P. C., & Fraser, B. J. (1991, April). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302.
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, The Netherlands: Kluwer.
Wilks, D. R. (2000). An evaluation of classroom learning environments using critical constructivist perspectives as a referent for reform. Unpublished doctoral thesis, Curtin University of Technology, Perth, Australia.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Nix, R.K., Fraser, B.J. & Ledbetter, C.E. Evaluating an Integrated Science Learning Environment Using the Constructivist Learning Environment Survey. Learning Environ Res 8, 109–133 (2005). https://doi.org/10.1007/s10984-005-7251-x
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/s10984-005-7251-x