INVESTIGATING PRE-SERVICE STUDENT TEACHERS’ PERCEPTIONS OF THEIR ACTUAL CONSTRUCTIVIST LIFE SCIENCES CLASSROOM ENVIRONMENT
Sheila Nokuthula Matoti1, Wendy Setlalentoa2*
1Department of Education and Professional Studies, Central University of Technology, FS, smatoti@cut.ac.za
2Department of Mathematics Science and Technology Education, Central University of Technology, FS
South Africa, wsetlale@cut.ac.za
*Corresponding Author
Abstract
With the development of research on learning environments, numerous instruments have been developed to measure various aspects of the classroom environment. This exploratory case study assessed student teachers’ perceptions and their actual constructivist classroom environment in Life Sciences. The study is guided by Social Constructivism, Critical Theory and Self-reflection. The participants were 43 third year pre-service student teachers enrolled for the undergraduate degree in Natural Sciences. The Constructivist Learning Environment Survey (CLES) for Life Sciences was used to assess the degree to which Life Sciences classroom environment at this particular institution of higher learning is consistent with a constructivist epistemology. The CLES used in this study contains 30 items subdivided into five scales, namely, personal relevance, uncertainty about science, critical voice, shared control and student negotiation. The student’s responses were measured on a five-point Likert type scale with response alternatives ranging from Never (1) to Always (5). The findings suggest that the students are generally positive about their constructivist classroom environment. However, there is a need for better participation with regard to shared control of the learning environment. This in turn assists lecturers responsible for Life Sciences to reflect on their epistemological assumptions and reshape their practice.
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