Journal article
Seeking construct validity grounded in constructivist epistemology: development of the survey of contemporary learning environments
International journal of research & method in education, Vol.38(4), pp.388-412
10/02/2015
DOI: 10.1080/1743727X.2014.940307
Abstract
This study focused on the development of a new classroom environment instrument for late-elementary students. The development of the survey of contemporary learning environments (SoCLE) followed a content analysis of three similar instruments on constructivist learning environments and the literature on characteristics of contemporary learning environments. Through a bottom-up development process, grounded in the epistemological foundations of constructivism, we note the difficulty in operationalizing student perceptions of contemporary learning environments and point to challenges in developing well-grounded construct validity. In a field study of 453 fifth-sixth grade students, the SoCLE was defined with three subscales: Reflective Processes (α = 0.68), Ownership (α = 0.65), and Multiple Perspectives (α = 0.53). The Ownership and Multiple Perspectives subscales indicated relationships with overall academic achievement assessed by a nation-wide testing program, the Iowa Tests of Basic Skills. In a multiple linear regression model, ownership predicted the overall composite achievement score, as well as reading comprehension, social studies, and science subscores. Multiple perspectives predicted the language subscore. These findings highlight that characteristics of contemporary learning environments that are epistemologically based may support achievement in late-elementary students.
Details
- Title: Subtitle
- Seeking construct validity grounded in constructivist epistemology: development of the survey of contemporary learning environments
- Creators
- Kathy L. Schuh - University of IowaYi-Lung Kuo - Hong Kong Baptist University
- Resource Type
- Journal article
- Publication Details
- International journal of research & method in education, Vol.38(4), pp.388-412
- Publisher
- Routledge
- DOI
- 10.1080/1743727X.2014.940307
- ISSN
- 1743-727X
- eISSN
- 1743-7288
- Grant note
- Iowa Measurement Research Foundation
- Language
- English
- Date published
- 10/02/2015
- Academic Unit
- International Programs; Psychological and Quantitative Foundations
- Record Identifier
- 9984371118602771
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