scholarly journals EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Author(s):  
Yee Wan Kwan ◽  
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Constructivist Learning ◽  
Constructivist Learning Environment ◽  
School Students ◽  
Critical Thinking Ability ◽  
Constructivist Learning Environments ◽  
Thinking Ability

Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.

scholarly journals The Outcomes of Constructivist Learnıng Envıroments from the Perspectives of Secondary School Students

2020 ◽  
Vol 13 (8) ◽  
pp. 16
Author(s):  
Salih Uslu ◽  
Melek Körükcü
Keyword(s):  
Secondary School ◽  
Learning Environments ◽  
Grade Level ◽  
Secondary School Students ◽  
Constructivist Learning ◽  
Central Anatolia ◽  
Constructivist Learning Environment ◽  
School Students ◽  
Significant Difference ◽  
Constructivist Learning Environments

Constructivist learning environments are those in which individuals absorb knowledge by conducting in-depth research and analysis. In these environments, the individuals are aware of why and how to learn the information, realize their mistakes by testing the knowledge they have learned before and reach new information by correcting these mistakes. The purpose of this research is to determine the secondary school students’ levels of perception about constructivist learning environments in terms of different variables (gender, access to a suitable place to study, grade level, and mother and father educational attainment). The research was held in the central district of a province in the Central Anatolia Region in the spring semester of the 2018-2019 academic year. The study group of the research, selected on voluntary basis with simple random method, consists of 205 students; 100 male and 105 female, who continue their education in the 6th, 7th and 8th grades of a secondary school affiliated to the Ministry of National Education. The results of the research revealed that students have a moderate constructivist learning environment perception. It was found that there was no statistically significant difference in their perceptions in terms of gender and grade level.

Effects of a Computer-Supported Intentional Learning Environment (CSILE) on Students' Self-Concept, Self-Regulatory Behavior, and Critical Thinking Ability

1995 ◽  
Vol 13 (4) ◽  
pp. 375-385 ◽  
Author(s):  
Gail R. Ryser ◽  
James E. Beeler ◽  
Carol M. McKenzie
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Self Concept ◽  
Intentional Learning ◽  
Control Group ◽  
Constructivist Learning Environment ◽  
Critical Thinking Ability ◽  
Regulatory Behavior ◽  
Thinking Ability

Differences in eighth graders' self-concept, self-regulatory behavior, and critical thinking ability between two groups—one group using a software package called CSILE (Computer-Supported Intentional Learning Environment) in a constructivist learning environment and one control group—were investigated. Data were gathered over a one-year period using a quasi-experimental pre-posttest nonequivalent control group design. Results indicated that the CSILE group had a higher level of self-regard, improved ability to regulate their behavior and an increased ability to make credible judgments about someone else's assertions than did the control group ( p < 0.05). The findings are consistent with Scardamalia's assertion that CSILE emphasizes critical thinking skills [1]. Additionally, students in the CSILE group were in a student-directed learning environment which improved their self-concept and may have transferred to their ability to manage their behavior.

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

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