Constructivist learning environment in secondary science classrooms in Bangladesh

This study investigates on a pilot basis Bangladeshi secondary students’ perceptions of their science classroom learning environment from a constructivist perspective. The Constructivist Learning Environment Survey (CLES) tool addressing five key dimensions of a critical constructivist learning environment (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation) was used to measure students’ perceptions on a five-point Likert-type scale ranging from “Almost Always” to “Almost Never.” The sample consisted of 406 students in 12 secondary classes of eight schools in four districts of Bangladesh. Results of this research suggest that each of the constructivist dimensions measured by CLES exists to a notable degree in secondary science classes in Bangladesh. The research indicates validity and reliability of the Bangla-language version of CLES and that it can be used on a larger scale investigation in Bangladesh. It also suggests that the constructivist framework is relevant in improving science teaching and learning in Bangladesh. However, the limitations of a purposively selected small-sample pilot study and the methodology of opinion polling need to be borne in mind in interpreting the findings. Copyright © 2010 BAFED.