Constructivist Learning Environments in Science Classes in Korea.

This paper reports on research conducted to determine whether science curriculum reform efforts in Korea have had a positive effect on the classroom learning environment from a constructivist point of view. The Constructivist Learning Environment Survey (CLES) was administered to 1083 students and 24 science teachers in 12 different schools. One class of grade 10 students and one class of grade 11 students were sampled at each school. Results indicate that grade 10 students held more positive perceptions of their learning environment in a general science class, which was designed so that students would learn about and understand basic science concepts through inquiry and negotiation, than did grade 11 students who studied an academic-centered science curriculum. Three other achievements were reported: a Korean-language version of the CLES was developed and found to be reliable and valid; there were statistically significant relationships between classroom environment and student attitudes; and there were differences between student perceptions of actual and preferred environment in that students tended to prefer a more positive environment than what was perceived to be present. Contains 36 references. (WRM)