Evaluating an Integrated Science Learning Environment (ISLE) Using a New Form of the Constructivist Learning Environment Survey (CLES).
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| Title: | Evaluating an Integrated Science Learning Environment (ISLE) Using a New Form of the Constructivist Learning Environment Survey (CLES). |
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| Language: | English |
| Authors: | Nix, Rebekah K., Fraser, Barry J., Ledbetter, Cynthia E. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 2003 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Constructivism (Learning), Educational Environment, Factor Analysis, High School Students, High Schools, Professional Development, Reliability, Student Attitudes, Validity |
| Assessment and Survey Identifiers: | Constructivist Learning Environment Survey |
| Abstract: | The validity and use of a new form of the existing Constructivist Learning Environment Survey (CLES) were studied. The 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) in public and private school classrooms. The CLES-CS, which measures students' perceptions on a 5-point frequency response scale, was administered to 1,079 high school students in 59 classes in north Texas to assess the degree to which the principles of constructivism were implemented in the class taught by the current teacher relative to classes taught by other teachers in the school. 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 comparative cases of the CLES-CS. When an analysis of variance was used to compare students' perceptions of "this" and "other" classes, statistically significant differences were found for some CLES scales. Students whose teachers had attended the ISLE program perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other teachers in the same schools. (Contains 22 references.) (Author/SLD) |
| Entry Date: | 2003 |
| Accession Number: | ED475837 |
| Database: | ERIC |
| Abstract: | The validity and use of a new form of the existing Constructivist Learning Environment Survey (CLES) were studied. The 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) in public and private school classrooms. The CLES-CS, which measures students' perceptions on a 5-point frequency response scale, was administered to 1,079 high school students in 59 classes in north Texas to assess the degree to which the principles of constructivism were implemented in the class taught by the current teacher relative to classes taught by other teachers in the school. 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 comparative cases of the CLES-CS. When an analysis of variance was used to compare students' perceptions of "this" and "other" classes, statistically significant differences were found for some CLES scales. Students whose teachers had attended the ISLE program perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other teachers in the same schools. (Contains 22 references.) (Author/SLD) |
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