Academic literature on the topic 'Constructivist Learning Environment Survey (CLES)'
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Journal articles on the topic "Constructivist Learning Environment Survey (CLES)"
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Chand, Alvin Vikash, Sashi Sahrma, and Simon Taylor. "Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities." Waikato Journal of Education 26 (July 5, 2021): 195–209. http://dx.doi.org/10.15663/wje.v26i1.782.
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This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-Covid context.
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Alt, Dorit. "Students’ Perceived Constructivist Learning Environment." European Journal of Psychological Assessment 34, no. 6 (November 2018): 432–43. http://dx.doi.org/10.1027/1015-5759/a000358.
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Abstract. Theoretical classifications suggest three key tenets of the constructivist learning environment: constructivist task, teacher-student interaction, and social activity. This study assessed two scales, measuring the perceptions of high school and college students of their constructivist learning environment. Facet theory (FT) approach with smallest space analysis (SSA) as well as confirmatory factor analysis (CFA) were used to confirm the structure of the constructivist learning theory and to test the structural validity of scores on two scales. In the first study, data were gathered by using the Constructivist Learning Environment Survey (CLES). In this study, compared with the CFA result, the SSA gave additional information showing the existence of the three theoretical key tenets which were absent from the factor analysis. This facet was derived from the constructivist learning theory, framed in the mapping sentence, purposely designed as part of the FT research strategy. In the second study, students’ perceptions of the occurrence of constructivist practices in higher education learning environments were assessed. The comparison between SSA and CFA showed that the CFA was limited to capture merely one facet at a time and failed to illustrate the correspondence between the content facets of the mapping sentence.
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Sharkey, Marie, and Hugh Gash. "Teachers’ Constructivist and Ethical Beliefs." Behavioral Sciences 10, no. 6 (May 29, 2020): 96. http://dx.doi.org/10.3390/bs10060096.
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Teachers’ approaches and beliefs are key determinants of teachers’ practice. This study was designed to examine whether two aspects of Irish primary teacher beliefs are associated, their views on constructivist practices and their views on two ethical dimensions (idealism and relativism). The views of a sample of 35 teachers were assessed using the Constructivist Learning Environment Survey (CLES) and the Ethical Position Questionnaire (EPQ). Significant relationships were found between ethical position and scores on dimensions on the CLES. For example, idealistic teachers valued uncertainty and student negotiation more than teachers with high relativist scores. The results are discussed in the context of continuing professional development and future research.
4
Temel, Senar. "Examination of relationship between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy." SHS Web of Conferences 66 (2019): 01011. http://dx.doi.org/10.1051/shsconf/20196601011.
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The aim of this study was to determine the relationship between preservice chemistry teachers' preferences for creating constructivistlearning environment and sense of efficacy. The study was conducted with 50 preservice chemistry teachers. Correlational research design was conducted to determine the relationship between the variables. Constructivist Learning Environment Survey (CLES) and Teachers' Sense of Efficacy Scale (TSES) were used as data collection tools. While CLES includes 30 items under five subscales, TSES includes 12 items under three subscales. Pearson Product-Moment Correlation Analysis was used to analyze obtained data. The results of the study revealed that there was a significance correlation between preservice chemistry teachers' preferences for creating constructivist-learning environment and sense of efficacy for total scores (r=.36, n=50, p<.05).
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Widodo, Ari, Resik Ajeng Maria, and Any Fitriani. "Constructivist Learning Environment During Virtual and Real Laboratory Activities." Biosaintifika: Journal of Biology & Biology Education 9, no. 1 (March 12, 2017): 11. http://dx.doi.org/10.15294/biosaintifika.v9i1.7959.
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<p>Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.</p>
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Johnson, Bruce, and Robert McClure. "Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES)." Learning Environments Research 7, no. 1 (2004): 65–80. http://dx.doi.org/10.1023/b:leri.0000022279.89075.9f.
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Ahmad, Nursyahirah, and Denis Lajium. "LEARNING ENVIRONMENT AND INTEREST IN STEM CAREER." International Journal of Modern Education 2, no. 6 (September 15, 2020): 28–49. http://dx.doi.org/10.35631/ijmoe.26004.
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The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).
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Mapuya, Medson. "First-Year Accounting Student Teachers’ Perceptions of their Classroom Learning Environment." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 30–42. http://dx.doi.org/10.26803/ijlter.19.12.2.
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This study assessed the perceptions of first-year accounting student teachers about their classroom learning environment. The study was prompted by studies which argue that the academic performance of students is correlated with their perceptions of the learning environment and the context in which teaching and learning takes place. The population for the study was first-year Accounting students at a university of technology in South Africa. The study employed a mixed-method approach, and data were collected from students using a Constructivist Learning Environment Survey (CLES) which covered 42 items. The findings from the quantitative part of the study revealed that the students view their learning environment positively. Evidence to this effect is demonstrated by the mean obtained in the categories of the learning environment which were all above three. The themes which emerged from the qualitative findings also corroborated the quantitative findings. However, the qualitative data further reveal that the students felt far away from issues directly related to their teaching and learning. Consequently, a more student-participative approach to the planning and designing of instruction is recommended to mitigate the identified challenges.
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Nix, Rebekah K., Barry J. Fraser, and Cynthia E. Ledbetter. "Evaluating an Integrated Science Learning Environment Using the Constructivist Learning Environment Survey." Learning Environments Research 8, no. 2 (May 2005): 109–33. http://dx.doi.org/10.1007/s10984-005-7251-x.
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Senler, Burcu. "Relationship Between Student Perceptions of a Constructivist Learning Environment, and their Motivational Beliefs and Self-Regulation of Effort." Journal on Efficiency and Responsibility in Education and Science 15, no. 2 (June 30, 2022): 72–81. http://dx.doi.org/10.7160/eriesj.2022.150202.
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The aim of this study is twofold: first, to determine gender-related differences in students' perceptions of a constructivist learning environment, their motivational beliefs, and self-regulation of effort in a science lesson; secondly, to explore the relationship between these concepts. The correlational research was employed in this study. The sample consists of 489 students from five public middle schools in a small city in Turkey. The Constructivist Learning Environment Survey was utilized to assess students’ perceptions of their classroom learning environment in constructivist-oriented ways. The Students’ Adaptive Learning Engagement in Science survey was used to assess students’ motivation and self-regulation of effort in their science learning. The relationships between students’ perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort were examined using canonical correlation analysis. According to the canonical analysis, middle school students’ perceptions of a constructivist learning environment are significantly related to their motivational beliefs and self-regulation of effort. Implications of these findings were discussed.
Dissertations / Theses on the topic "Constructivist Learning Environment Survey (CLES)"
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Jinvong, Achara. "Improving student learning in health science classes: a case study in Thailand." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2283.
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The main purpose of this classroom action research was to improve student learning in a Health Science class in Thailand by using the Constructivist Learning Environment Survey (CLES) and a constructivist learning approach. This study combined quantitative and qualitative data and was conducted over one semester in four stages: 1) assessing the students' perceptions of their constructivist learning environment and determining students' pre-instruction conceptions about AIDS; 2) constructing an intervention based on constructivism theory in order to improving learning environments and students' learning outcomes; 3) implementing the intervention; and 4) evaluating the success of the intervention by re-assessing with the CLES. The Attitude Towards AIDS Questionnaire (ATAQ) was used to assess students' attitudes about AIDS. The students' cognitive achievement was assessed with the Students' Knowledge of AIDS Test (SKAT). Qualitative data were obtained from informal observation, focus group discussions, and student journals. The results indicated that the adapted Thai version of the CLES is appropriate for use in Health Science classes in Thailand's socio-cultural context because it was shown to be valid and reliable in both Actual and Preferred Forms. The results also revealed that the CLES and a constructivist learning approach can be used as effective tools in order to improve the learning environment of a Health Science class. This approach can improve students' knowledge and students' attitudes toward AIDS. The qualitative results supported the results from the questionnaires. This study suggests that teachers and health educators in Thailand can use the CLES to improve their learning environment and use a constructivist learning model to bring about improvement in students' achievement in their classes.
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Jinvong, Achara. "Improving student learning in health science classes : a case study in Thailand /." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17230.
Full textAbstract:
The main purpose of this classroom action research was to improve student learning in a Health Science class in Thailand by using the Constructivist Learning Environment Survey (CLES) and a constructivist learning approach. This study combined quantitative and qualitative data and was conducted over one semester in four stages: 1) assessing the students' perceptions of their constructivist learning environment and determining students' pre-instruction conceptions about AIDS; 2) constructing an intervention based on constructivism theory in order to improving learning environments and students' learning outcomes; 3) implementing the intervention; and 4) evaluating the success of the intervention by re-assessing with the CLES. The Attitude Towards AIDS Questionnaire (ATAQ) was used to assess students' attitudes about AIDS. The students' cognitive achievement was assessed with the Students' Knowledge of AIDS Test (SKAT). Qualitative data were obtained from informal observation, focus group discussions, and student journals. The results indicated that the adapted Thai version of the CLES is appropriate for use in Health Science classes in Thailand's socio-cultural context because it was shown to be valid and reliable in both Actual and Preferred Forms. The results also revealed that the CLES and a constructivist learning approach can be used as effective tools in order to improve the learning environment of a Health Science class. This approach can improve students' knowledge and students' attitudes toward AIDS. The qualitative results supported the results from the questionnaires. This study suggests that teachers and health educators in Thailand can use the CLES to improve their learning environment and use a constructivist learning model to bring about improvement in students' achievement in their classes.
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Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/905.
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The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.
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Ying, Wai Tsen. "Learning physics in a Taiwanese college classroom: a constructivist perspective." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/889.
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The purpose of this study is to use a constructivism as a referent to investigate how students learn physics in a Taiwanese career college classroom. Forty-nine first year, engineering major first students participated in this study of teaching and learning in my college level classroom. The theoretical framework for the study was based on the five dimensions of the Constructivist Learning Environment Survey (CLES) (Taylor & Fraser, 1991: Taylor, Fraser & White, 1994; Taylor, Fraser & Fisher, 1997), namely Personal Relevance, Student Negotiation, Shared Control, Critical Voice, and Uncertainty. These dimensions were employed as analytic themes to examine the qualitative data.A total of six lessons were observed: two lecture classes, two laboratory practice sessions, and two group discussion sessions. My qualitative observations, supplemented by video- and audio-recordings, of these six lessons were used to produce six classroom narratives. These six narratives were analyzed individually and then comparatively using a cross case analysis whereby the five dimensions of the CLES were employed as analytic themes. The CLES questionnaire was administered at the commencement of the semester and again at the end of the semester in order to determine any quantitative changes in students’ perceptions of their classroom environment. The various analyses were used to make several propositions about the constructivist nature of my classroom. I conclude the study with a discussion of the implications of the study and my reflections on the thesis experience.The study found that, in my Taiwanese career college physics classroom, (a) the teacher plays a central role in establishing the overall classroom learning environment, (b) student group dynamics are important in the classroom learning environment, (c) the central role of content often works against the establishment of a constructivist classroom, (d) cultural factors play a large role in determining the constructivist nature of the classroom, (e) language plays an important role in the construction of the learning environment, and (f) the students’ learning attitude affected the classroom environment.
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Marcus, J. K. (Jason Kirk). ""PBL on 'roids" : application of an adapted constructivist learning environment survey to investigate the perceptions of students in a community-based undergraduate obstetrics learning placement." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6646.
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Thesis (MPhill)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Background: Community-based placement of students provides an ideal opportunity to develop constructivist learning environments for learning. Students are placed in a low risk obstetric care facility where they required to interview, examine and manage uncomplicated pregnancies under supervision of a lecturer. Aims: The aim of this study was to investigate the appropriateness of using a validated Constructivist Learning Environment Survey (CLES) to gauge the perceptions of students in a community-based health sciences placement. A further aim of the study was to evaluate whether the learning environment was compliant with constructivism. Methods: An adapted CLES was administered to 99 students and 44 students were interviewed using the instrument scales as a schema. Results: The surveys were analysed and mean scores at or above 20 were obtained, where the 5 different scales would have a maximum score of 30 each. No gender or racial differences were elicited from the survey responses. Interview data supported the data of the survey that demonstrated the constructivist nature of the learning environment. Conclusion: The CLES appears to be an appropriate and useful instrument in evaluating a community-based constructivist learning environment in low-risk obstetric care. Practice Points: Learning environment research instruments developed for other settings may be appropriate to use in more specific training in health sciences education. The adapted CLES proved useful in evaluating a constructivist clinical learning environment.
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Ying, Wai Tsen. "Learning physics in a Taiwanese college classroom: a constructivist perspective." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=129383.
Full textAbstract:
The purpose of this study is to use a constructivism as a referent to investigate how students learn physics in a Taiwanese career college classroom. Forty-nine first year, engineering major first students participated in this study of teaching and learning in my college level classroom. The theoretical framework for the study was based on the five dimensions of the Constructivist Learning Environment Survey (CLES) (Taylor & Fraser, 1991: Taylor, Fraser & White, 1994; Taylor, Fraser & Fisher, 1997), namely Personal Relevance, Student Negotiation, Shared Control, Critical Voice, and Uncertainty. These dimensions were employed as analytic themes to examine the qualitative data.A total of six lessons were observed: two lecture classes, two laboratory practice sessions, and two group discussion sessions. My qualitative observations, supplemented by video- and audio-recordings, of these six lessons were used to produce six classroom narratives. These six narratives were analyzed individually and then comparatively using a cross case analysis whereby the five dimensions of the CLES were employed as analytic themes. The CLES questionnaire was administered at the commencement of the semester and again at the end of the semester in order to determine any quantitative changes in students’ perceptions of their classroom environment. The various analyses were used to make several propositions about the constructivist nature of my classroom. I conclude the study with a discussion of the implications of the study and my reflections on the thesis experience.
The study found that, in my Taiwanese career college physics classroom, (a) the teacher plays a central role in establishing the overall classroom learning environment, (b) student group dynamics are important in the classroom learning environment, (c) the central role of content often works against the establishment of a constructivist classroom, (d) cultural factors play a large role in determining the constructivist nature of the classroom, (e) language plays an important role in the construction of the learning environment, and (f) the students’ learning attitude affected the classroom environment.
7
Lomas, Gregor. "The relationship between mathematics educators' beliefs and their teaching practices." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/340.
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This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary pre-service teacher education degree programme. An integral part of this exploration was the identification of particular aspects of lecturers' practice that had a significant impact in enhancing the adoption of constructivist ideas on learning and constructivist-aligned teaching practices by student teachers. This goal had a practical focus on more effective course teaching within the chosen philosophical framework of constructivism. At a more theoretical level, there was a focus on the development of a constructivist approach to teacher education for teacher educators through the medium of mathematics education. A potential outcome of the development and widespread adoption of such a constructivist-aligned pedagogy within teacher education could be the significant furthering of a "reform" (or transformative) agenda in school education with its potential for enhanced learning by children. The methodology comprised both quantitative (survey) and qualitative (interview) techniques to collect information which allowed the capture of different but complementary data, so building a "rich" data set. The surveys were conducted using two leaming environment instruments underpinned by particular constructivist perspectives: one focusing on the overall nature of the learning environment at an individual level from a critical constructivist perspective, and the other focusing on the nature of interactions between teacher and student teachers at a classroom level from a socio-cultural constructivist perspective.Surveys were conducted with the lecturers at the beginning and toward the end of the study, while the student teachers in these lecturers' classes were surveyed over a three year period. The interviews were semi-structured following an interpretative (evolving) research approach, with the "results" of ongoing data analysis being fed into later interviews. The interview data were analysed for personal perceptions and understandings rather than for generalisation and prediction with the intention of focusing on the identification of emergent themes. Interviews were conducted with lecturers at the beginning of the study and again toward its conclusion while student teachers were interviewed at the end of the study. The lecturers claimed constructivism as their underlying philosophical belief system and the initial surveys established baseline data on the actual nature of the lecturers' beliefs and how these were perceived by the student teachers. Similarly, the initial interviews explored the espoused beliefs and congruent practices of lecturers and student teachers. These two sets of data were compared to establish their congruence or otherwise. Further interviews with the lecturers focused on the survey data and my reconstruction of what the lecturers had said previously when interviewed. Later survey and interview data were also examined against the baseline data for evidence of change over the four years of the study. The data demonstrated that the student teachers perceived the existence of moderate to strong socio-cultural constructivist-aligned classroom environments when considered at a class (group) level, and a moderate alignment with critical perspectives at the individual (personal) level.There was a high degree of consistency between staff and student teacher views, and the student teachers' views were consistent across the year groups (first, second and third years) and throughout the four years of the study. Lecturer practice(s) congruent with constructivism were the basis for student teacher change toward understanding and their adoption of constructivist ideas and aligned practices. Specific lecturer practices were identified as particularly effective in achieving such change. These effective lecturer practices may assist in establishing the foundations of a constructivist-aligned pedagogy for teacher education. The lecturers' modeling of the practices they were promoting for student teachers' practice was identified as a key element in promoting change. Indeed, the tension between traditional and transfornative approaches was exacerbated in situations where lecturers' promotion of a preferred practice was different from that which they enacted. The continuing existence of such situations and associated tensions has the potential to limit the extent of any change.
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Tan, Kim Choo Evelyn. "Students’ learning environment and attitudes toward science in light of the teach less, learn more initiative." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/412.
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In light of the ‘Teach Less Learn More’ (TLLM) initiative, the thrust of which is to teach in such a way as to guide and facilitate students to seek out information on their own accord and inculcate in them the skills and habits of life-long learning, thus equipping them to be enterprising players of the knowledge-based economy of the 21st century, greater emphasis was placed on inquiry-based learning in science in the revised science curriculum in Singapore in 2008.As inquiry-based learning rests on the bedrock of the theory of constructivism, this research exercise was carried out to determine if there were differences between students’ preferred and the actual constructivist learning environment in the classrooms using both the Preferred and Actual Forms of the Constructivist Learning Environment Survey (CLES). The students’ perceptions of their teachers’ interpersonal behaviour were also mapped using the Questionnaire on Teacher Interaction (QTI) (Elementary). An attempt was made to determine if there were any associations between the constructivist learning environment and students’ attitude to science lessons, in terms of their enjoyment of science lessons. In addition, the associations, if any, between teachers’ interpersonal behaviour and students’ enjoyment of science lessons, were also examined. Information regarding the different programmes designed by schools to bring about greater engaged learning and to what extent the landscape of assessment had changed in view of the TLLM initiative was gathered using an investigator-designed survey form.Findings indicated that generally, there was a disparity between what the students would like to have and the existing level of constructivist classroom learning environment. The disparity was most significant in the scale of ‘Shared Control’. Regarding students’ perception of their teachers’ interpersonal behaviour, students perceived their teachers to display strong leadership in class, characterized by a helpful, friendly and understanding disposition but strict and stringent in giving students responsibility and freedom.No association was found between the constructivist learning environment and students’ enjoyment of science lessons. However, teachers’ behaviours like strong leadership, helpfulness, friendliness and understanding were positively correlated to the students’ enjoyment of their science lessons.Many schools had designed interesting activities to engage their students. However, assessment was still generally summative in nature. Though some schools tried to incorporate different types of alternative assessments, the general feeling was that different modes of alternative assessments seemed wanting at this point in time, with the age-old science practical test being the main form of performance-based assessment in all the schools surveyed.Findings arising from research of this nature provide teachers with information about the environment in which their students are immersed in every day for many hours. Being thus informed, teachers can take steps to rectify what is lacking and the outcome will be a classroom environment that is conducive and supportive of engaged learning.
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Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16618.
Full textAbstract:
The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.
10
Lomas, Gregor. "The relationship between mathematics educators' beliefs and their teaching practices." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15901.
Full textAbstract:
This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary pre-service teacher education degree programme. An integral part of this exploration was the identification of particular aspects of lecturers' practice that had a significant impact in enhancing the adoption of constructivist ideas on learning and constructivist-aligned teaching practices by student teachers. This goal had a practical focus on more effective course teaching within the chosen philosophical framework of constructivism. At a more theoretical level, there was a focus on the development of a constructivist approach to teacher education for teacher educators through the medium of mathematics education. A potential outcome of the development and widespread adoption of such a constructivist-aligned pedagogy within teacher education could be the significant furthering of a "reform" (or transformative) agenda in school education with its potential for enhanced learning by children. The methodology comprised both quantitative (survey) and qualitative (interview) techniques to collect information which allowed the capture of different but complementary data, so building a "rich" data set. The surveys were conducted using two leaming environment instruments underpinned by particular constructivist perspectives: one focusing on the overall nature of the learning environment at an individual level from a critical constructivist perspective, and the other focusing on the nature of interactions between teacher and student teachers at a classroom level from a socio-cultural constructivist perspective.Surveys were conducted with the lecturers at the beginning and toward the end of the study, while the student teachers in these lecturers' classes were surveyed over a three year period. The interviews were semi-structured following an interpretative (evolving) research approach, with the "results" of ongoing data analysis being fed into later interviews. The interview data were analysed for personal perceptions and understandings rather than for generalisation and prediction with the intention of focusing on the identification of emergent themes. Interviews were conducted with lecturers at the beginning of the study and again toward its conclusion while student teachers were interviewed at the end of the study. The lecturers claimed constructivism as their underlying philosophical belief system and the initial surveys established baseline data on the actual nature of the lecturers' beliefs and how these were perceived by the student teachers. Similarly, the initial interviews explored the espoused beliefs and congruent practices of lecturers and student teachers. These two sets of data were compared to establish their congruence or otherwise. Further interviews with the lecturers focused on the survey data and my reconstruction of what the lecturers had said previously when interviewed. Later survey and interview data were also examined against the baseline data for evidence of change over the four years of the study. The data demonstrated that the student teachers perceived the existence of moderate to strong socio-cultural constructivist-aligned classroom environments when considered at a class (group) level, and a moderate alignment with critical perspectives at the individual (personal) level.
There was a high degree of consistency between staff and student teacher views, and the student teachers' views were consistent across the year groups (first, second and third years) and throughout the four years of the study. Lecturer practice(s) congruent with constructivism were the basis for student teacher change toward understanding and their adoption of constructivist ideas and aligned practices. Specific lecturer practices were identified as particularly effective in achieving such change. These effective lecturer practices may assist in establishing the foundations of a constructivist-aligned pedagogy for teacher education. The lecturers' modeling of the practices they were promoting for student teachers' practice was identified as a key element in promoting change. Indeed, the tension between traditional and transfornative approaches was exacerbated in situations where lecturers' promotion of a preferred practice was different from that which they enacted. The continuing existence of such situations and associated tensions has the potential to limit the extent of any change.
Book chapters on the topic "Constructivist Learning Environment Survey (CLES)"
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Sathanarugsawait, Benjaporn, Charuni Samat, and Suchat Wattanachai. "Survey Results of Learner Context in the Development of Constructivist Learning Environment Model to Enhance Creative Thinking with Massive Open Online Course (MOOCS) for Higher Education." In Lecture Notes in Computer Science, 465–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63885-6_51.
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Baker, J. "Constructivist Online Learning Environment Survey." In Handbook of Research on Electronic Surveys and Measurements, 299–301. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch036.
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Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.
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"Constructivist Learning Environment Survey-Internship." In Youths’ Cogenerative Dialogues with Scientists, 196–98. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004436848_016.
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"Constructivist Learning Environment Survey-School." In Youths’ Cogenerative Dialogues with Scientists, 199–201. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004436848_017.
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Cronin, James G. R., John Paul McMahon, and Michael Waldron. "Critical Survey of Information Technology Use in Higher Education." In Information Technology and Constructivism in Higher Education, 203–15. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch013.
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Reception and use of information technology by lifelong learners within a “blended” learning environment needs to be articulated within a constructivist paradigm. Increasingly, the term reflective practice is appearing in the vocabulary of adult education discourse. Educators have become familiar with the concept of reflective practice through Donald Schön’s writings. Schön’s work is founded on a tradition of learning supported by Dewey, Lewin, and Piaget. As a learning group, lifelong learners are receptive to constructivist learning interventions where facilitated activities provide learners with opportunities to enact and collaboratively construct meaning as interventions unfold. This case study reviews learning enactments through an online discussion forum in an evening diploma in European Art History, University College Cork, Ireland.
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Beisser, Sally R., and Chuck A. Sengstock. "Investigating Online Instructors' Experiences With Constructivist Pedagogy in a Private University." In Research Anthology on Remote Teaching and Learning and the Future of Online Education, 1121–53. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch056.
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This study supports the significance of professional development for online instructors to design and develop online courses. Data collection from an e-survey of 100 instructors, a focus group, and review of online course syllabi revealed that instructors who teach fully online courses lack on-going university wide support for training in using the learning management system (LMS) to launch their courses, as well as knowledge of research-based pedagogies such as constructivism, to teach their courses. In particular, instructors want more training and support in order to teach effectively in an online environment. Results include the need for university wide training and support for online instructors, available centralized resources, software training for instructors, especially adjuncts, a course in online pedagogies such as constructivism, peer mentoring for instructors, formal and informal sharing opportunities, and support for the online students themselves.
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Wallace, Melissa. "Team-Based Learning in Introductory Translation Courses." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, 27–45. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch002.
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This chapter explores the implementation of a teaching and learning strategy that lends itself propitiously to social constructivist-oriented introductory translation courses. Team-based learning, a methodology developed by Michaelsen, Knight, and Fink (2004) that purports to foster accountability, cohesion, and solidarity among fixed work teams proved itself to be ideally suited to the undergraduate translation studies environment according to the results of a survey-driven assessment tool. Students revealed their perceptions of the effectiveness of learning teams – teams that were assessed in general for a specific course's course components and learning outcomes as well as in relation to the core make-up of the learning teams themselves. The chapter describes a variety of empowerment-building assignments as well as discusses the implementation of team-based learning in this context. Finally, the degree to which the methodology contributed to students' perceptions of their learning experience is examined.
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Beisser, Sally R., and Chuck A. Sengstock. "Investigating Online Instructors' Experiences With Constructivist Pedagogy in a Private University." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 217–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch011.
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This study supports the significance of professional development for online instructors to design and develop online courses. Data collection from an e-survey of 100 instructors, a focus group, and review of online course syllabi revealed that instructors who teach fully online courses lack on-going university wide support for training in using the learning management system (LMS) to launch their courses, as well as knowledge of research-based pedagogies such as constructivism, to teach their courses. In particular, instructors want more training and support in order to teach effectively in an online environment. Results include the need for university wide training and support for online instructors, available centralized resources, software training for instructors, especially adjuncts, a course in online pedagogies such as constructivism, peer mentoring for instructors, formal and informal sharing opportunities, and support for the online students themselves.
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Obari, Hiroyuki, and Stephen Lambacher. "Improving the English skills of native Japanese using artificial intelligence in a blended learning program." In CALL and complexity – short papers from EUROCALL 2019, 327–33. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1031.
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A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.
Conference papers on the topic "Constructivist Learning Environment Survey (CLES)"
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Kwan, Yee Wan. "EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end097.
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Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.
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Aguilar, Olger Gutierrez, and Aleixandre Brian Duche Perez. "Integration model for collaborative learning in Covid-19 times : Validation of the Constructivist On-Line Learning Environment Survey (COLLES)." In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476272.
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Igyu, Clement, Joan Ada, Emmanuel Avchor, and Nicholas Ada. "COLLES Scales as Assessment Constructs for a Robust and Inclusive Learning for University Teacher Trainees." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3885.
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This study investigated Constructivist On-Line Learning Environment Survey (COLLES) scales as assessment constructs for a robust and inclusive learning for university teacher trainees in the Faculty of Education, Benue State University, Makurdi. Benue Sate, Nigeria. In addition, the study examined access and ability level between male and female respondents to the online survey. The COLLES comprised an economical 24 statements grouped into six scales: relevance, reflection, interactivity, tutor support, peer support and interpretation. Each of which helped the assessors address key questions about the quality of the on-line learning environment – Modular object-oriented dynamic learning environment (Moodle). The survey received responses from a convenience sample of 341 out of a possible 429 teacher trainees over a period of 7 days who were students who enrolled online for EDU 205: Application of ICT in Education in the Faculty of Education, Benue State University, Makurdi. The study found that there was no significant difference in the mean access variable between the male and female teacher trainees; F(1, 339) = 0.049 and p = 0.826 > 0.05. Also, there was no significant difference in the mean ability level between the male and female teacher trainees; F(1, 338) = 4.950 and p = 0.027 > 0.05. The result showed that there was a significant relationship among the six subscales at 0.05 level of significance, with the strongest correlations existing between reflection and tutor support (0.617), interactivity and peer support (0.602), peer support and interpretation (0.601) and between interactivity and interpretation (0.605). The study concluded that male and female teacher trainees have similar access and ability levels to web-based learning and that there were significant correlations between their online learning activities. It was recommended among other things that e-learning and virtual education for teacher trainees should be supported by the necessary facilities and equipment to increase effectiveness.