Barry J. Fraser

Monitoring constructivist classroom learning environments

The incorporation of constructivist and critical theory perspectives on the farming of the classroom learning environment led to the development of the Constructivist Learning Environment Survey (CLES). CLES enables researchers and teacher-researchers to monitor constructivist teaching approaches and to address key restraints to the development of constructivist classroom climates. CLES assesses either student or teacher perceptions of Personal Relevance, Uncertainty, Student Negotiation, Shared Control, and Critical Voice. The p plausibility of the CLES was established in small-scale classroom-based qualitative studies and its statistical integrity and robustness were validated in large-scale studies conducted in the USA and Australia.

Second International Handbook of Science Education

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Predicting Students’ Outcomes from Their Perceptions of Classroom Psychosocial Environment

Relationships between students’ affective and cognitive outcomes and their perceptions of classroom psychosocial environment as measured by the Individualized Classroom Environment Questionnaire (ICEQ) and the Classroom Environment Scale (CES) were investigated for a sample of 1,083 junior high school students in 116 classrooms. Six different statistical analyses (simple correlation, multiple correlation, and canonical correlation analysis conducted separately for raw post-test scores and residual posttest scores adjusted for corresponding pretest and general ability) revealed sizable environment-outcome associations. Further analyses showed that the ICEQ and CES made appreciable, unique contributions to explaining outcome variance, and that the magnitudes of environment-outcome relationships were larger when the class was employed as the unit of analysis than when the student was used.

Investigating Classroom Environments in Taiwan and Australia With Multiple Research Methods

Multiple research methods from different paradigms were used in this interpretive study to explore the nature of classroom environments in a cross-national study involving Taiwan and Australia. When English and Mandarin versions of a questionnaire assessing student perceptions of 7 dimensions of the classroom learning environment were administered to 50 classes in each country, data analysis supported the reliability and factorial validity of the questionnaire and revealed differences between Taiwanese and Australian classroom environments. The data provided a starting point from which other methods (such as observations, interviews, and narrative stories) were used to gain a more in-depth understanding of the classroom environments in each country. Findings are represented in the form of stories and interpretive commentaries.

Classroom Learning Environments

The study of learning environments has gained much recognition internationally in the last 30 years as a significant field of educational research (Fraser, 1998a). This trend is also evident in Asia, where this field has attracted the attention of educational researchers especially over the previous decade. The way in which studies in various Asian countries covering different types of learning environments have gained momentum in the last decade is illustrated in Goh and Khine’s (2002) book. With the ensuing enthusiasm in learning environment research, studies began to emerge in countries such as Singapore, Korea, Taiwan and Indonesia, some of which can be regarded as pioneering in the field. Those studies focussed on students’ and teachers’ perceptions of classroom learning environments and science laboratory classes. Overall, much progress has been achieved in the conceptualisation, assessment and investigations of learning environment (Fraser, 1994, 1998a).

Classroom Learning Environments: Retrospect, Context and Prospect

This chapter reviews four decades of research within the burgeoning field of classroom learning environments. One major thrust is a review of the development, validity and use of several frequently-used and extensively-validated learning environment questionnaires such as the Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and the What Is Happening In this Class?, as well as some recent questionnaires such as the Technology-Rich Outcomes-Focused Learning Environment Inventory and Constructivist-Oriented Learning Environment Survey. Another purpose of this chapter is to review several lines of past learning environment research, including associations between student outcomes and the learning environment, evaluation of educational innovations, teachers’ action-research attempts to improve their classroom environments, links between educational environments, and cross-national studies.

Associations between student outcomes and psychosocial science environment

Abstract Past research on classroom environment was extended to science laboratory class settings in an investigation of associations between student outcomes and classroom environment. The sample consisted of 1,594 senior high school chemistry students in 92 classes. The Science Laboratory Environment Inventory was used to assess student cohesiveness, open-endedness, integration, rule clarity, and material environments in the laboratory class, and student outcomes encompassed two inquiry skill and four attitude measures. Simple, multiple, and canonical analyses were conducted separately for two units of analysis (student scores and class means) and separately with and without control for general ability. Past research was replicated in that the nature of the science laboratory classroom environment accounted for appreciable proportions of the variance in both cognitive and affective outcomes beyond that attributable to general ability.

Student and Teacher Perceptions of the Environment of Elementary School Classrooms.

in the classroom (Dunkin & Biddle 1974; Peterson & Walberg 1979) or techniques of naturalistic inquiry and case study (Stake & Easley 1978). An alternative approach, which forms the basis for this article, focuses on student and teacher perceptions of psychosocial characteristics of the classroom environment. Some advantages of this approach claimed by Walberg and Haertel (1980) are that questionnaire surveys are economical and that, compared with using an external observer, this approach involves the pooled judgments of many students (and possibly the teacher) over many lessons. By using students as informants, it also makes use of an important but often neglected source of information about classrooms (Weinstein 1981). However, this approach is limited because it assumes that students can render valid

Use of classroom environment perceptions in evaluating inquiry‐based computer‐assisted learning

This paper examines the perceptions held by 120 students and seven teachers of the learning environment in their inquiry‐based computer classrooms. The subjects responded to a classroom environment instrument before and after using a computerized database which has the potential for promoting inquiry skills. Generally, there was an increase in student‐perceived investigation and open‐endedness. Although teachers’ and students’ perceptions showed a similar trend, teachers’ perceptions generally were more positive than those of the students.

Environment-Attitude Associations in the Chemistry Laboratory Classroom.

Abstract Associations between students’ perceptions of their chemistry laboratory classroom environment and their attitudes towards chemistry were investigated using a sample of 1592 final year secondary school chemistry students in 56 classes in 28 randomly‐selected coeducational government schools in Singapore. Students’ perceptions of their chemistry laboratory learning environment were assessed using the Chemistry Laboratory Environment Inventory (CLEI), which is a modified version of the Science Laboratory Environment Inventory (SLEI). The Questionnaire on Chemistry‐related Attitudes (QOCRA), a modified form of the Test of Science‐Related Attitudes (TOSRA), was used to assess the students’ attitudes to chemistry. Environment‐attitude associations were explored using three methods of correlational analysis (simple, multiple and canonical) and two units of statistical analysis (the individual and the class mean). Significant associations were found between the nature of the chemistry laboratory classro...