Exploring Perceptions of Secondary Science Teachers and Their Students Regarding Learning Environments
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The purpose of this study was to investigate how science teachers perceived their learning environment compared to their students in Korea. This study involved 354 students and their 8 science teachers in 9th and 10th grade in investigating perceptions of constructivist learning environment. The perceptions of learning environment was measured by using the instrument of Constructivist Learning Environment Survey(CLES). The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning in six domains; personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. This research found that both secondary science teachers and their students perceived their science classes as lowest in the domain of shared control. According to that, both teachers and students seemed to view that students’ sharing control of the learning environment with the teacher were seldom found in their classrooms. In addition, both teachers’ and students’ perceptions showed a similar pattern in terms of scores in the domains of the CLES, while the scores in each domain of CLES was different from each other. It leaded to discussions on sociocultural constraints to limit students’ sharing control in their learning in science classrooms as well.
Abstract
The purpose of this study was to investigate how science teachers perceived their learning environment compared to their students in Korea. This study involved 354 students and their 8 science teachers in 9th and 10th grade in investigating perceptions of constructivist learning environment. The perceptions of learning environment was measured by using the instrument of Constructivist Learning Environment Survey(CLES). The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning in six domains; personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. This research found that both secondary science teachers and their students perceived their science classes as lowest in the domain of shared control. According to that, both teachers and students seemed to view that students’ sharing control of the learning environment with the teacher were seldom found in their classrooms. In addition, both teachers’ and students’ perceptions showed a similar pattern in terms of scores in the domains of the CLES, while the scores in each domain of CLES was different from each other. It leaded to discussions on sociocultural constraints to limit students’ sharing control in their learning in science classrooms as well.
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