Evaluation Teacher Professional Development and Pedagogy

using Constructivist Learning Environment Survey (CLES)

Wijdan Mahdi Ali
Nor Azize Binti Ayob
Noraliza Bt Mohd Ali
Nur Syafiqah Binti Redzuan
 Introduction
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 Introduction
• Almost all of us have spent a great deal of time in the classroom,
beginning in kindergarten and extending for years beyond.

• So students require an environment that reflects and respects their

interests and ideas , provides creative and open-ended experiences ,
offers opportunities to work alone or alongside each other and
promotes a sense of authentic choice.
• The learning environment is one of the most important ways to
personalise learning

• It is informed by child development theory, the intentional planning of

the teacher and the current interests of the children.
 Learning Environment
Learning environment :
refer to an educational approach, cultural context, or physical setting in
which teaching and learning occur. The term is commonly used as a
more definitive alternative to classroom

• Typically refers to the context of educational philosophy or knowledge

experienced by the student.

• It also refer to the culture of the population.

• are highly diverse in use, learning styles, organization, and

educational institution.
Learning Environment :
As cited by Khine and Chiew (2001) from Wilsone(1996)

“ Classroom learning environment refers to a space or place where

learners and teachers interact with each other and use a variety of tools
and information resources in their pursuit of learning activities ”
Why are the classroom environment
is important ?
• The nature of classroom learning environment and psycho-social interactions
can make a difference in how the students learn and achieve their goals.

• Most learning process take place there.

• They learn through exploration and discovery using their senses.

• To support their natural curiosity and desire to learn.

• Providing the feeling of security and pleasure.

 Constructivism learning
• Constructivism learning is an active process of constructing knowledge
based on learner’s experiences. (Von Glaserfield, 1989)

• It focuses on the learner’s experiences of the real world, prior

knowledge, mental structures and beliefs, emphasize knowledge
construction, and meaningful context.
• In the constructivist learning environment (CLE), the teacher acts as
a facilitator and guide learners to achieve learning goals.

• The CLE enhances learners to interact with knowledge and each

other using various tools and emphasizes on the learning
environment where learning occurs rather than instruction itself
(Wilson, 1996).
 Instruments
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Constructivist Learning Environment Survey (CLES)

Instruments
Instruments used in
Developed by Taylor, Revised instruments
the our study edited by
Fraser & Fisher on by Nix, Fraser &
Council of State
1997 Ledbetter on 2005
Science Supervisors

Five-point scale: The higher score in

Almost Never, Seldom, each dimension showed
42 items with 7
dimensions Sometimes, Often and more constructivist
Almost Always; and learning environment
(Cetin-Dindar, 2015)
scored from 1 to 5
Scale Name, Scale Description and
Sample Items for CLES
Scale Name
Personal Relevance (PR)
Uncertainty of Science (UN)
Critical Voice (CV)
Shared Control (SC)
Student Negotiation (SN)
Scale Description
Relevance of Learning to
the students’ lives
Provisional status of
scientific knowledge
Legitimacy of expressing a
critical opinion
Participation in planning,
conducting and assessing
the learning
Involvement with other
students in assessing
viability of new ideas
(Nix, Fraser and Ledbetter, 2005)
Sample Item
I learn about the world
outside of school
I learn that science has
changed over time
It's OK to ask the teacher
"why do we have to learn this?"
I help the teacher to plan
what I'm going to learn
I ask other students to
explain their ideas
Scale Name & Scale Item
Personal Relevance (PR)
I learn about the world outside
of school.
My learning starts with
problems about the world
outside of school.
I learn how science can be part
of my out-of-school life.
I get a better understanding of
the world outside of school.
I learn interesting things about
the world outside of school.
What I learn has nothing to do
with my out-of-school life.
Uncertainty of Science (UN)
I learn that science cannot provide
perfect answers to problems.
I learn that science has changed
over time.
I learn that science is influenced
by people's values and opinions.
I learn about the different sciences
used by people in other cultures.
I learn that modern science is
different from the science of long ago.
I learn that science is about inventing It's OK to speak up for my rights.
theories.
Critical Voice (CV)
It's OK to ask the teacher
"why do we have to learn this?"
It's OK to question the way
I'm being taught.
It's OK to complain about
activities that are confusing.
It's OK to complain about
anything that prevents me from
learning.
It's OK to express my opinion.
Scale Name & Scale Item
Shared Control (SC) Student Negotiation (SN)
I help the teacher to plan what I'm going to I get the chance to talk to other students.
learn.
I help the teacher to decide how well I am I talk with other students about how to solve
learning. problems.
I help the teacher to decide which activities are I explain my ideas to other students.
best for me.
I help the teacher to decide how much time I ask other students to explain their ideas.
I spend on activities.
I help the teacher to decide which activities I do. Other students ask me to explain my ideas.
I help the teacher to assess my learning. Other students explain their ideas to me.
Scale Name & Scale Item
Commitment (CS) Teacher Support (TS)
I am interested in science lessons. The teacher is friendly to me.
I am willing to learn. The teacher helps me with the work.
What we do in science class is important to me. The teacher is interested in my problems.
I try my best. The teacher goes out of his/her way to help me.
I pay attention. The teacher moves around the class to talk to me.
I enjoy science lessons. The teacher considers my feelings.
 Objectives
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 Objectives
To observe whether the
To measure the seven dimensions of the
students' experience of survey affected the
science instruction. learning environment of
the students.

To study which one of

seven dimensions
affected more and
less in classroom
environment.
 Pilot Study
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 Pilot Study
A preliminary study is referred to
a small-scale of a complete survey The choice of feedback (response)
for particular research instrument is the Likert scale.
such as questionnaire.

Cronbach’s Alpha Coefficient

is used to obtain the reliability of
the instrument data.
Main Reasons to Conduct a Pilot Study

Process Resources Management

•The feasibility of • Assessing • Problems with
the key steps in problems with data management
the main study is time and and with the team
assessed. resources that involved in the
may occur during study.
the main study.
 Process of pilot study

Questionnaires
Piloting Analyze the data
(adapt & adopt)
Reliability of Survey
Based on Guilford and Fuchter (1956) in
Noraini Idris, (2013) state that the reliability
index for a test in satisfaction level when the
value around 0.70. Hence, the survey is
reliable.
 Result and Discussion
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 Result
Table 1 : Descriptive statistics about the dimensions of the CLES

PR UN CV SC SN CS TS

N 30 30 30 30 30 30 30

Mean 3.1778 3.3611 3.4111 2.9444 3.2389 4.0167 3.3444

Standard
.63417 .75313 .47289 .52034 .61227 .46186 .60637
Deviation

The highest score within dimension is CS which showed that the student enjoying
learning science in their class , while, the lowest score was for the SC, which
indicated that the students were not much involved in the design of the instruction.
 Discussion
Objective :
To Evaluate Constructivist Science Learning Environment

Instrument :
Constructivist Learning Environment Survey (CLES)
(Adopt and Adapt from STEM Learning and Research Center,
http://stelar.edc.org/instruments/constructivist-learning-environment-survey-cles)

Research question:
What is the level of Constructivist Science Learning Environment among form two students?

Statistical test :
Mean and Standard deviation
 Discussion
Mean
• The mean is average of the scores
• The most frequently used measure of central tendency

Standard deviation
• The standard deviation quantifies variability
• Shows how far away each score scatter from the mean
• A low standard deviation (close to 0) indicates that the data
points tend to be very close to the mean; a high standard deviation
indicates that the data points are spread out over a large range
of values
Discussion
Discussion
Construct Description Mean Interpretation
Personal Relevance (PR) Relevance of Learning to the 3.1778 Average
students’ lives
Uncertainty of Science Provisional status of scientific 3.3611 Average
(UN) knowledge
Critical Voice (CV) Legitimacy of expressing a critical 3.4111 Average
opinion
Shared Control (SC) Participation in planning, conducting 2.9444 Low
and assessing the learning
Student Negotiation (SN) Involvement with other students in 3.2389 Average
assessing viability of new ideas
Commitment (CS) Actively participates in the lesson and 4.0167 High
is fully engaged at all times
Teacher Support (TS) Teachers’ attitude and service 3.3444 Average
 Discussion
• The lowest mean score was for the shared • The highest mean score was for the
control, which indicated that the students were commitment, which indicated that the students
not much involved in planning, conducting and enjoying learning science in their class.
assessing the learning. • It is clear shows that students are actively
• It is clear shows that teachers autonomy in participates in the lesson and is fully engaged
classroom is still dominant. at all times.
• Teacher still the one who make a decisions
about what they teach to students and how
they teach it.
• In order to achieve the goal in 21st century
• For other construct, the mean score is
teaching and learning, we need to shift to a
average, which indicate that ‘sometimes’
new approach that encourage students
students experience the constructivist
participate in planning, conducting and
elements in their learning environment.
assessing their learning.
• The improvements can be made to increase
the level of constructivist learning environment
in science classroom.
 References
• Nix, R., Fraser, B., & Ledbetter, C. (2005). Evaluating an Integrated Science
Learning Environment Using the Constructivist Learning Environment Survey.
Learning Environments Research, 8(2), 109-133. doi: 10.1007/s10984-005-7251-x
• Cetin-Dindar, A. (2015). Student Motivation in Constructivist Learning Environment. Euras
ia J. Math. Sci. & Tech. Ed, 12(2), 233-247. doi: 10.12973/eurasia.2016.1399a
• Constructivist Learning Environment Survey (CLES) | STELAR - STEM Learning and Res
earch Center. (2018). Retrieved from http://stelar.edc.org/instruments/constructivist-learni
ng-environment-survey-cles
• Taylor, P., Fraser, B., & Fisher, D. (1997). Monitoring constructivist classroom
learning environments. International Journal Of Educational Research, 27(4), 293-302. do
i: 10.1016/s0883-0355(97)90011-2
• Noraini Idris (2013). Penyelidikan Dalam Pendidikan.
Selangor: McGraw-Hill Education Sdn Bhd.
• Wilson, B. (1996). Constructivist learning environments. Englewood Cliffs, N.J.: Educatio
nal Technology Publications.
• Von Glaserfield, E. (1989). International Encyclopedia of Education (pp. 162-163).
Oxford: Pergamon Press.