Assessment and Investigation of Constructivist Science Learning Environments in Korea

Abstract

This paper describes an investigation in Korea of the extent to which a new general science curriculum, reflecting a constructivist view, has influenced the classroom learning environment in grade 10 science. The Constructivist Learning Environment Survey (CLES) was selected for the investigation and translated into Korean. Other objectives of this study were to determine whether the Korean version of the CLES is valid and reliable, differences between students’ perceptions of their actual and preferred learning environment and associations between students’ perceptions of the constructivist learning environment and their attitude to science. The Korean‐language version of the CLES was found to be valid and reliable and grade 10 students did perceive a more constructivist learning environment than grade 11 students who had not been exposed to the new curriculum. This suggested that efforts of curriculum reform had produced some positive effects. Students tended to prefer a more positive environment than what was perceived to be present and statistically significant relationships were found between classroom environment and student attitudes. These relationships suggest that favourable student attitudes could be promoted in classes where students perceive more personal relevance, share control with their teachers and negotiate their learning.