Abstract
The study investigated the extent to which life sciences and physical sciences teachers in the Further Education and Training phase create constructivist learning environments in their classrooms. Constructivist learning environments have been found to foster the creation critical thinkers. The study employed social constructivism as a theoretical framework. The learning environment was viewed from this paradigmic approach. This research adopted an explanatory mixed method research design, involving 50 teachers. Purposive sampling was used to select Grade 10, 11 and 12 teachers from 15 schools in Johannesburg. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES), originally developed by Taylor and Fraser (1991) and revised by Johnson and McClure (2004). The CLES has been validated in various studies, and also its reliability has been tested. The teachers’ perceptions were measured on a Likert scale and analysed using the Statistical Package for Social Sciences (SPSS). Qualitative data were collected through semi-structured interviews and analysed manually using constant comparative method. The first research sub-question was: how do science teachers perceive learning environments in their classrooms? In answering this, the findings revealed positive perceptions in personal relevance, learner negotiation and critical voice constructs. The two other constructs shared control and scientific uncertainty revealed that the teachers still hold traditional perceptions about learning environments. The findings indicated that teachers still believed that planning and designing of lessons were their responsibilities and that learners have no role to play.
M.Ed. (Science Education)