Teachers’ and Students’ Assessment on the Extent of Constructivism in the Senior High School Physics Learning Environment in Benguet, Philippines
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Jun 28, 2021
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The education literature recognizes constructivism as the most appropriate pedagogical and philosophical approach in any field of science. This study aimed to determine the assessment of teachers and students on the extent of constructivism of the physics learning environment senior high school STEM-strand. Students' assessments were also compared according to the type of senior high school (public and private). The study used a descriptive survey design using the Constructivist Learning Environment Survey (CLES) tool administered to 12 STEM-strand teachers and 520 students from different private and public senior high schools in Benguet. Results revealed that students and teachers assessed the physics learning environment as very constructivist and mostly constructivist, respectively. When compared according to the type of school, public high school students have slightly higher assessments than students coming from private high schools, although both overall mean scores are classified as very constructivist. The results suggest enriching the different dimensions of constructivism is still needed to achieve a holistic constructivist classroom in the STEM curriculum. Future studies using qualitative research design and other survey instruments or tools are recommended to confirm results.
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References
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Altun, S., & Yücel-Toy, B. (2015). The methods of teaching course based on constructivist learning approach: An action research. Journal of Education and Training Studies, 3(6). https://doi. org/10.11114/jets.v3i6.1047
Anagün, Ş.S. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4): 825840. https://doi.org/10.12973/iji.2018.11452a
Aydoğdu, B., & Ay, T.S. (2016). Determination of teacher characteristics which support constructivist learning environments. Eurasian Journal of Educational Research, 16(63): 293-310. https://doi.org/10.14689/ejer.2016.63.17
Ben, F. (2010). Students’ uptake of physics: A study of South Australian and Filipino physics students [Doctoral dissertation]. http://hdl. handle.net/2440/62384
Bernardo, A.B., Ganotice, F.A., & King, R.B. (2015). Motivation gap and achievement gap between public and private high schools in the Philippines. The Asia-Pacific Education Researcher, 24(4): 657-667. http://doi.org/10.1007/s40299014-0213-2
Çetin-Dindar, A., Kırbulut, Z.D., & Boz, Y. (2014). Modelling between epistemological beliefs and constructivist learning environment. European Journal of Teacher Education, 37(4): 479-496. https://doi.org/10.1080/02619768.2014.944614
Cetin, P.S., Kaya, E., & Geban, 0. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(2): 143163. https://doi.org/10.12973/nefmed.2014.8.2 .a7 114
Churach, D., & Fisher, D. (2001). Science students surf the web: Effects on constructivist classroom environments. Journal of Computers in Mathematics and Science Teaching, 20(2): 221-221. https://www.learntechlib.org/primary/p/8474/
Cirik, I., Çolak, E., & Kaya, D. (2015). Constructivist learning environments: The teachers' and students' perspectives. International Journal on New Trends in Education and Their Implications, 6(2): 30-44. http://www.ijonte.org/FileUpload/ ks63207/File/03.cirik.pdf
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Garbett, D. (2011). Constructivism deconstructed in science teacher education. Australian Journal of Teacher Education, 36(6). https://doi.org/10.1 4221/ajte.2011v36n6.5
Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2006). New learning environments and constructivism: The students’ perspective. Instructional Science, 34(3): 213-226. https://doi.org/10.1007/s11251-005-3347-z
Hofstein, A., Nahum, T.L., & Shore, R. (2001). Assessment of the learning environment of inquiry-type laboratories in high school chemistry. Learning environments research, 4(2), 193-207. http://doi.org/10.1023/A:101246741 7645
Ilhan, N., Yildirim, A., & Yilmaz, S.S. (2016). The effect of context-based chemical equilibrium on grade 11 students' learning, motivation and constructivist learning environment. International Journal of Environmental and Science Education, 11(9): 3117-3137. https://doi. org/10.12973/ijese.2016.919a
Jack, G.U. (2017). The effect of learning cycle constructivist-based approach on students' academic achievement and attitude towards chemistry in secondary schools in northeastern part of Nigeria. Educational Research and Reviews, 12(7): 456-466. https://doi.org/10.589 7/ERR2016.3095
Johnson, B., & McClure, R. (2004). Validity and reliability of a shortened, revised version of the constructivist learning environment survey (CLES). Learning Environments Research,7(1): 65-80. https://doi.org/10.1023/b:leri.0000022 279.89075.9f
Kablan, Z., & Kaya, S. (2014). Preservice teachers’ constructivist teaching scores based on their learning styles. Australian Journal of Teacher Education, 39(39). https://doi.org/10.14221/ ajte.2014v39n12.5
Kaya, G. I. (2017). The relations between scientific epistemological beliefs and goal orientations of pre-service teachers. Journal of Education and Training Studies, 5(10): 33. https://doi.org/ 10.11114/jets.v5i10.2547
Keser, O.F., & Akdeniz, A.R. (2010). Assessment of the constructivist physics learning environments. In Asia-Pacific Forum on Science Learning & Teaching, 11(1). https://www.eduhk.hk/apfslt/ v11_issue1/keser/
Mistades, V.M. (2008). High school physics teachers’ attitudes and beliefs about physics and learning physics. Journal of Research in Science, Computing and Engineering, 3(3). https://doi.org/10.3860/ jrsce.v3i3.100
Nix, R.K., Fraser, B.J., & Ledbetter, C.E. (2005). Evaluating an integrated science learning environment using the constructivist learning environment survey. Learning Environments Research, 8(2): 109-133. https://doi.org/10.1007 /s10984-005-7251-x
Obrero, M.M., & Obrero, M.P. (2015). A constructivist small-group learning intervention in thermodynamics: Effects on students’ conceptual change and attitudes. Iamure International Journal of Social Sciences, 14(1). https://doi.org/10.7718/ijss.v14i1.1037
Ocampo, C.A., de Mesa, D.M.B., Ole, A.F., Auditor, E., Morales, M.P.E., Sia, S.R.D., & Palomar, B.C. (2015). Development and evaluation of physics microlab (P6-μLab) kit. The Normal Lights, 9(1). http://po.pnuresearchportal.org/ejournal/index. php/normallights/article/view/11
Ongowo, R., Indoshi, F., & Ayere, M. (2015). Perception of constructivist learning environment: Gender and school type differences in Siaya County, Kenya. Advances in Research, 4(1): 15-26. https://doi.org/10.9734/air/2015/ 13843
Oon, P., & Subramaniam, R. (2010). On the declining interest in physics among students—From the perspective of teachers. International Journal of Science Education, 33(5): 727-746. https://doi.org /10.1080/09500693.2010.500338
Orleans, A.V. (2007). The condition of secondary school physics education in the Philippines: Recent developments and remaining challenges for substantive improvements. The Australian Educational Researcher, 34(1): 33-54. https://doi. org/10.1007/bf03216849
Ornek, F., Robinson, W.R., & Haugan, M.P. (2008). What makes physics difficult? International Journal of Environmental and Science Education, 3(1): 30-34. https://files.eric.ed.gov/fulltext/ EJ894842.pdf
Ozfidan, B., Cavlazoglu, B., Burlbaw, L., & Aydin, H. (2017). Reformed teaching and learning in science education: A comparative study of Turkish and US teachers. Journal of Education and Learning, 6(3), 23. https://doi.org/10.5539/ jel.v6n3p23
Ozkal, K., Tekkaya, C., Cakiroglu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences, 19(1): 71-79. https://doi.org/10.10 16/j.lindif.2008.05.005
Pandey, L., & Ameta, D. (2017). Effect of constructivist-based training on learning and teaching: An experiment in classroom. Journal of Education and Practice, 8(13), 67-72. https:// eric.ed.gov/contentdelivery/servlet/ERICServ let?accno=EJ1143831
Perkins, D.N. (1991). Technology meets constructivism: Do they make a marriage?. Educational technology, 31(5): 18-23. https:// www.learntechlib.org/p/170731/
Pondevida, H.B., Gonzales, C.C., & Sonico, M.M. (2009). The teaching of earth science: A shift towards constructivism. Southeastern Philippines Journal of Research and Development, 18(2). http://ejournals.ph/form/cite.php?id=9056
Qarareh, A.O. (2016). The effect of using the constructivist learning model in teaching science on the achievement and scientific thinking of 8th grade students. International Education Studies, 9(7): 178. https://doi.org/10.5539/ies. v9n7p178
Savasci, F., & Berlin, D.F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1): 65-86. https://doi.org/10.1007/s10972-011-9262-z
Saylan, A., Armagan, F.O., & Bektas, O. (2016). The relationship between pre-service science teachers’ epistemological beliefs and preferences for creating a constructivist learning environment. European Journal of Science and Mathematics Education, 4(2), 251–267. https:// eric.ed.gov/?id=EJ1107826
Science Education Institute, Department of Science and Technology & University of the Philippines National Institute for Science and Mathematics Education Development. (2011). Science framework for Philippine basic education. Manila: SEI-DOST & UP NISMED. https://sei.dost.gov. ph/images/downloads/publ/sei_scibasic.pdf
Tabago, L.C. (2012). Effectiveness of constructivist approach experiments in teaching selected physics concepts. IAMURE International Journal of Multidisciplinary Research, 2(1). https://doi. org/10.7718/iamure.v2i1.64
Taylor, P.C., Fraser, B.J., & Fisher, D.L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4): 293-302. https://doi. org/10.1016/s0883-0355(97)90011-2
Temli Durmuş, Y. (2016). Effective learning environment characteristics as a requirement 116 of constructivist curricula: Teachers’ needs and school principals’ views. International Journal of Instruction, 9(2): 183-198. https://doi.org/10.12 973/iji.2016.9213a
Tondeur, J., Van Braak, J., Ertmer, P.A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3): 555-575. https://doi.org/10.1007/s11423016-9481-2
Üredi, R. (2014). Analyzing the classroom teachers’ levels of creating a constructivist learning environment in terms of various variables: A Mersin case. Educational Research and Reviews, 9(8): 227-236. https://doi.org/10.5897/err2014. 1750
Wild, A. (2015). Relationships between high school chemistry students’ perceptions of a constructivist learning environment and their STEM career expectations. International Journal of Science Education, 37(14): 2284-2305. https:// doi.org/10.1080/09500693.2015.1076951
Wilson, H.E., & Zoellner, B. (2016). Effectiveness of a constructivist-based science camp for gifted secondary students. Journal of Research in Education, 26(1): 76-108. https://eric.ed.gov/ contentdelivery/servlet ERICServlet?accno=EJ1 118479
Wilson, B.G. (1996). Constructivist learning environments: Case studies in instructional design. Educational Technology.
World Economic Forum. (2019). The global competitiveness report 2017-2018. https://www. weforum.org/reports/the-global-competitive ness-report-2017-2018
Ahmad, C.N., Ching, W.C., Yahaya, A., & Abdullah, M.F. (2015). Relationship between constructivist learning environments and educational facility in science classrooms. Procedia - Social and Behavioral Sciences, 191: 1952-1957. https://doi. org/10.1016/j.sbspro.2015.04.672
Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1): 47-67. https://doi.org/10.1007/s10984-015-9174-5
Altun, S., & Yücel-Toy, B. (2015). The methods of teaching course based on constructivist learning approach: An action research. Journal of Education and Training Studies, 3(6). https://doi. org/10.11114/jets.v3i6.1047
Anagün, Ş.S. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4): 825840. https://doi.org/10.12973/iji.2018.11452a
Aydoğdu, B., & Ay, T.S. (2016). Determination of teacher characteristics which support constructivist learning environments. Eurasian Journal of Educational Research, 16(63): 293-310. https://doi.org/10.14689/ejer.2016.63.17
Ben, F. (2010). Students’ uptake of physics: A study of South Australian and Filipino physics students [Doctoral dissertation]. http://hdl. handle.net/2440/62384
Bernardo, A.B., Ganotice, F.A., & King, R.B. (2015). Motivation gap and achievement gap between public and private high schools in the Philippines. The Asia-Pacific Education Researcher, 24(4): 657-667. http://doi.org/10.1007/s40299014-0213-2
Çetin-Dindar, A., Kırbulut, Z.D., & Boz, Y. (2014). Modelling between epistemological beliefs and constructivist learning environment. European Journal of Teacher Education, 37(4): 479-496. https://doi.org/10.1080/02619768.2014.944614
Cetin, P.S., Kaya, E., & Geban, 0. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(2): 143163. https://doi.org/10.12973/nefmed.2014.8.2 .a7 114
Churach, D., & Fisher, D. (2001). Science students surf the web: Effects on constructivist classroom environments. Journal of Computers in Mathematics and Science Teaching, 20(2): 221-221. https://www.learntechlib.org/primary/p/8474/
Cirik, I., Çolak, E., & Kaya, D. (2015). Constructivist learning environments: The teachers' and students' perspectives. International Journal on New Trends in Education and Their Implications, 6(2): 30-44. http://www.ijonte.org/FileUpload/ ks63207/File/03.cirik.pdf
Commission on Higher Education. (2019). 2018 higher education facts and figures. https://ched. gov.ph/2018-higher-education-facts-and-figures/
Department of Education. (2019). PISA 2018 National Report of the Philippines. Philippine National Report. https://www.deped.gov.ph/wpcontent/uploads/2019/12/PISA -2018Philippine-National-Report.pdf
Dudduan, C., Nirat, J., & Sumalee, C. (2015). Development of learning management model based on constructivist theory and reasoning strategies for enhancing the critical thinking of secondary students. Educational Research and Reviews, 10(16): 2324-2330. https://doi.org /10.5897/err2015.2193
Garbett, D. (2011). Constructivism deconstructed in science teacher education. Australian Journal of Teacher Education, 36(6). https://doi.org/10.1 4221/ajte.2011v36n6.5
Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2006). New learning environments and constructivism: The students’ perspective. Instructional Science, 34(3): 213-226. https://doi.org/10.1007/s11251-005-3347-z
Hofstein, A., Nahum, T.L., & Shore, R. (2001). Assessment of the learning environment of inquiry-type laboratories in high school chemistry. Learning environments research, 4(2), 193-207. http://doi.org/10.1023/A:101246741 7645
Ilhan, N., Yildirim, A., & Yilmaz, S.S. (2016). The effect of context-based chemical equilibrium on grade 11 students' learning, motivation and constructivist learning environment. International Journal of Environmental and Science Education, 11(9): 3117-3137. https://doi. org/10.12973/ijese.2016.919a
Jack, G.U. (2017). The effect of learning cycle constructivist-based approach on students' academic achievement and attitude towards chemistry in secondary schools in northeastern part of Nigeria. Educational Research and Reviews, 12(7): 456-466. https://doi.org/10.589 7/ERR2016.3095
Johnson, B., & McClure, R. (2004). Validity and reliability of a shortened, revised version of the constructivist learning environment survey (CLES). Learning Environments Research,7(1): 65-80. https://doi.org/10.1023/b:leri.0000022 279.89075.9f
Kablan, Z., & Kaya, S. (2014). Preservice teachers’ constructivist teaching scores based on their learning styles. Australian Journal of Teacher Education, 39(39). https://doi.org/10.14221/ ajte.2014v39n12.5
Kaya, G. I. (2017). The relations between scientific epistemological beliefs and goal orientations of pre-service teachers. Journal of Education and Training Studies, 5(10): 33. https://doi.org/ 10.11114/jets.v5i10.2547
Keser, O.F., & Akdeniz, A.R. (2010). Assessment of the constructivist physics learning environments. In Asia-Pacific Forum on Science Learning & Teaching, 11(1). https://www.eduhk.hk/apfslt/ v11_issue1/keser/
Mistades, V.M. (2008). High school physics teachers’ attitudes and beliefs about physics and learning physics. Journal of Research in Science, Computing and Engineering, 3(3). https://doi.org/10.3860/ jrsce.v3i3.100
Nix, R.K., Fraser, B.J., & Ledbetter, C.E. (2005). Evaluating an integrated science learning environment using the constructivist learning environment survey. Learning Environments Research, 8(2): 109-133. https://doi.org/10.1007 /s10984-005-7251-x
Obrero, M.M., & Obrero, M.P. (2015). A constructivist small-group learning intervention in thermodynamics: Effects on students’ conceptual change and attitudes. Iamure International Journal of Social Sciences, 14(1). https://doi.org/10.7718/ijss.v14i1.1037
Ocampo, C.A., de Mesa, D.M.B., Ole, A.F., Auditor, E., Morales, M.P.E., Sia, S.R.D., & Palomar, B.C. (2015). Development and evaluation of physics microlab (P6-μLab) kit. The Normal Lights, 9(1). http://po.pnuresearchportal.org/ejournal/index. php/normallights/article/view/11
Ongowo, R., Indoshi, F., & Ayere, M. (2015). Perception of constructivist learning environment: Gender and school type differences in Siaya County, Kenya. Advances in Research, 4(1): 15-26. https://doi.org/10.9734/air/2015/ 13843
Oon, P., & Subramaniam, R. (2010). On the declining interest in physics among students—From the perspective of teachers. International Journal of Science Education, 33(5): 727-746. https://doi.org /10.1080/09500693.2010.500338
Orleans, A.V. (2007). The condition of secondary school physics education in the Philippines: Recent developments and remaining challenges for substantive improvements. The Australian Educational Researcher, 34(1): 33-54. https://doi. org/10.1007/bf03216849
Ornek, F., Robinson, W.R., & Haugan, M.P. (2008). What makes physics difficult? International Journal of Environmental and Science Education, 3(1): 30-34. https://files.eric.ed.gov/fulltext/ EJ894842.pdf
Ozfidan, B., Cavlazoglu, B., Burlbaw, L., & Aydin, H. (2017). Reformed teaching and learning in science education: A comparative study of Turkish and US teachers. Journal of Education and Learning, 6(3), 23. https://doi.org/10.5539/ jel.v6n3p23
Ozkal, K., Tekkaya, C., Cakiroglu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences, 19(1): 71-79. https://doi.org/10.10 16/j.lindif.2008.05.005
Pandey, L., & Ameta, D. (2017). Effect of constructivist-based training on learning and teaching: An experiment in classroom. Journal of Education and Practice, 8(13), 67-72. https:// eric.ed.gov/contentdelivery/servlet/ERICServ let?accno=EJ1143831
Perkins, D.N. (1991). Technology meets constructivism: Do they make a marriage?. Educational technology, 31(5): 18-23. https:// www.learntechlib.org/p/170731/
Pondevida, H.B., Gonzales, C.C., & Sonico, M.M. (2009). The teaching of earth science: A shift towards constructivism. Southeastern Philippines Journal of Research and Development, 18(2). http://ejournals.ph/form/cite.php?id=9056
Qarareh, A.O. (2016). The effect of using the constructivist learning model in teaching science on the achievement and scientific thinking of 8th grade students. International Education Studies, 9(7): 178. https://doi.org/10.5539/ies. v9n7p178
Savasci, F., & Berlin, D.F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1): 65-86. https://doi.org/10.1007/s10972-011-9262-z
Saylan, A., Armagan, F.O., & Bektas, O. (2016). The relationship between pre-service science teachers’ epistemological beliefs and preferences for creating a constructivist learning environment. European Journal of Science and Mathematics Education, 4(2), 251–267. https:// eric.ed.gov/?id=EJ1107826
Science Education Institute, Department of Science and Technology & University of the Philippines National Institute for Science and Mathematics Education Development. (2011). Science framework for Philippine basic education. Manila: SEI-DOST & UP NISMED. https://sei.dost.gov. ph/images/downloads/publ/sei_scibasic.pdf
Tabago, L.C. (2012). Effectiveness of constructivist approach experiments in teaching selected physics concepts. IAMURE International Journal of Multidisciplinary Research, 2(1). https://doi. org/10.7718/iamure.v2i1.64
Taylor, P.C., Fraser, B.J., & Fisher, D.L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4): 293-302. https://doi. org/10.1016/s0883-0355(97)90011-2
Temli Durmuş, Y. (2016). Effective learning environment characteristics as a requirement 116 of constructivist curricula: Teachers’ needs and school principals’ views. International Journal of Instruction, 9(2): 183-198. https://doi.org/10.12 973/iji.2016.9213a
Tondeur, J., Van Braak, J., Ertmer, P.A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3): 555-575. https://doi.org/10.1007/s11423016-9481-2
Üredi, R. (2014). Analyzing the classroom teachers’ levels of creating a constructivist learning environment in terms of various variables: A Mersin case. Educational Research and Reviews, 9(8): 227-236. https://doi.org/10.5897/err2014. 1750
Wild, A. (2015). Relationships between high school chemistry students’ perceptions of a constructivist learning environment and their STEM career expectations. International Journal of Science Education, 37(14): 2284-2305. https:// doi.org/10.1080/09500693.2015.1076951
Wilson, H.E., & Zoellner, B. (2016). Effectiveness of a constructivist-based science camp for gifted secondary students. Journal of Research in Education, 26(1): 76-108. https://eric.ed.gov/ contentdelivery/servlet ERICServlet?accno=EJ1 118479
Wilson, B.G. (1996). Constructivist learning environments: Case studies in instructional design. Educational Technology.
World Economic Forum. (2019). The global competitiveness report 2017-2018. https://www. weforum.org/reports/the-global-competitive ness-report-2017-2018