Sciences teachers’ creation of constructivist learning environments in their classrooms

• Published in: Cypriot journal of educational sciences Vol. 17; no. 8; pp. 2838 - 2850
• Main Authors: Mavuru, Lydia, Mbonane, Sezanele Gugulethu
• Format: Journal Article
• Language: English
• Published: United World Center of Innovation Research and Publication Center 31.08.2022; Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi
• Subjects: Educational Psychology; Pedagogy; School education; social constructivism; learnercentred classrooms; prior knowledge; Constructivist learning
• ISSN: 1305-905X; 1305-905X
• DOI: 10.18844/cjes.v17i8.7782

The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adopted as the theoretical framework. Findings revealed teachers’ positive disposition in relation to personal relevance, learner negotiation and critical voice as some of the key constructs depicting a constructivist learning environment. Teachers’ disposition in relation to shared control and scientific uncertainty reflected traditional perceptions. Teachers used cooperative teaching strategies, real-life examples, and questions to elicit learners’ prior knowledge. Findings have implications for teacher professional development in classrooms showing diversity in learners’ backgrounds.