Measuring Student Perceptions of Constructivism Within the Science Classroom: Development and Application of the Elementary School Science Classroom Environment Scale

• In Event: Roundtable Session 34
  In Roundtable Session: Assessments Serving Science Learning and Instruction

Abstract

This research describes the development, validation and application of a Rasch-based instrument, the Elementary School Science Classroom Environment Scale (ESSCES), for measuring students’ perceptions of constructivist practices within the elementary science classroom. The instrument, designed to complement the Reformed Teaching Observation Protocol (RTOP), is conceptualized using three sub-domains: Lesson Design and Implementation; Content; and Classroom Culture. Data from 895 elementary students was used to develop the Rasch-scale. Overall, the data conformed to the assumptions of the Rasch-model. The application of the ESSCES in a research study involving two cohorts of fourth grade students (124 in Yr1 and 170 in Yr2) provides evidence that this instrument is reliable for understanding the elementary science classroom environment through the lens of the students.

Authors

• Laura M. O'Dwyer, Boston College

• Shelagh M. Peoples, Boston College

• Yang Wang, Wisconsin Center for Education Research

• Katherine Shields, Boston College