Learning Environment Develops Out Of Relationships Education Essay

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In recent time, Teachers are responsive to the need arising that there is more to teaching than delivering a syllabus. Judgments are being made as a result of this by teachers about what questions to ask and who should answer them in class, about when to get involved in discussions, when to stir on or slow down, and also on when and how to encourage and reprimand. These questions are various and the list could go on and on. Teachers are also aware of the differences in classes with each class developing its own unique learning environment. Therefore when teachers teach two classes in the same year level with the same course, the class needs varies as a result of their differences

Learning environment develops out of the relationships that exist between the teacher and the students. In given time norms of conduct are established, both on the part of the teacher as well as by the students, as values and expectations on both sides become clear. A behavioral pattern results from this based on the knowledge that students have of their teacher and vice versa. Thus resulting in a learning environment which may either be a very encouraging one where students enjoy their work and feel respected or be discouraging if the work ethos and satisfactory relationships are absent.

According to a Research into classroom learning environments by Fraser1994,and Wubbels & Levy, 1993 which is based upon students' perceptions of their learning environment it is established that students' learning behavior in class will be largely determined by the way in which they perceive their learning environment. This can be further substantiated, by another study carried out by Brekelmans, Wubbels & Creton, 1990 which also indicate that students' perceptions of their teacher's interpersonal behavior accounted for more variance in student outcomes than did the introduction of a new physics curriculum. Also, Brekelmans, Wubbels & Levy, 1993 also illustrated that students' perceptions of their teacher's interpersonal behavior accounted for variance of a full assessment grade (e.g. A, B, C etc.).


The conceptual framework of this research is aimed towards defining the 'ideal' picture of quality in science teaching and learning, to find out the 'actual' picture of what is happening in schools, and lastly, to develop effective recommendations to move towards closing the gap between the actual and ideal.

Goodlum Hackling and Rennie 2000, made significant effort in identifying the actual and ideal picture therefore they carried out a study that was set in both national and international contexts, especially in regard to science curriculum experiences in the United States and the United Kingdom, and to collect a wide range of qualitative and quantitative data from major Australian stakeholders, including teachers, students, scientists and members of the community. In this way, the study builds on previous national and international studies, as well as students' and teachers' perceptions of the teaching and learning of science in Australian schools.

The ideal and actual picture is thus described by Goodlum hackling and Rennie (2000) in the following themes:


(1) The science curriculum is relevant to the needs, concerns and personal

experiences of students.

(2) Teaching and learning of science is centered on inquiry. Students investigate,

construct and test ideas and explanations about the natural world.

(3) Assessment serves the purpose of learning and is consistent with and

complementary to good teaching.

(4) The teaching-learning environment is characterized by enjoyment, fulfillment,

ownership of and engagement in learning, and mutual respect between the teacher

and students.

(5) Teachers are life-long learners who are supported, nurtured and resourced to

Build the understandings and competencies required of contemporary best


(6) Teachers of science have a recognized career path based on sound professional

Standards endorsed by the profession.

(7) Excellent facilities, equipment and resources support teaching and learning.

(8) Class sizes make it possible to employ a range of teaching strategies and provide

Opportunities for the teacher to get to know each child as a learner and give

Feedback to individuals.

(9) Science and science education are valued by the community, have high priority

the school curriculum, and science teaching is perceived as exciting and valuable,

Contributing significantly to the development of persons and to the economic and

social well-being of the nation.

Actual Picture

The actual picture of science teaching and learning is one of great unevenness but, on

Average, the picture is poor. Goodlum hackling and Rennie(2000),explained that curriculum statements generally'' provide a framework for a science curriculum focused on

developing scientific literacy and helping students progress toward achieving the stated

outcomes, the actual curriculum implemented in most schools is different from the

intended curriculum''.

In some cases some primary schools do not teach science at all therefore students lack the scientific background and where it is taught on a regular basis, all activities are centered towards the student , ensuing a high level of student satisfaction therefore creating a room to embrace science . Many of the students on getting to the high school feel greatly disappointed, because the science they are taught is neither significant nor appealing and does not seem relevant with their interests and experiences. The new learning environment characterized with the Traditional chalk-and-talk Teaching process, copying of notes, and practical lessons which the students are now experiencing gives little challenge and no room for excitement.

Many of the science teachers feel undervalue, with no adequate resource and overloaded with n on teaching duties

The education systems are now moving towards achieving the ideal picture whereas some of the teachers are opting out of teaching career.



Science is an element of the human search for understanding and wisdom and reflects human curiosity about the world. Obtaining an insight to what scientific literacy is, will ensure that we acknowledge its importance as it is fundamental to quality teaching and learning in science.

Scientific literacy is defined clearly in the NSES (NSC, 1996). Briefly, it is 'the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity' (p.22). .

Scientific literacy has a wide meaning from allowing a person to ask, find, or determine answers

to questions derived from curiosity about everyday experiences.- the ability of a person to describe, explain, and predict natural Phenomenon. .Therefore allowing Individuals to display their scientific literacy in different ways, such as using technical terms in the appropriate ways, or in scientific concepts applications and processes. Also creating the avenue for individuals to often have differences in literacy in different domains, such as more understanding of life-science concepts and words, and less understanding of physical-science concepts and words.

Scientific literacy has diverse forms and degrees which lasts over a lifetime, it widens and deepens, and not limited to years in school. But It therefore follow on the attitudes and

Values that has been established toward science during the early years and then shape a person's growth of scientific literacy as an adult.

Layton et al. (1994) grouped science and technology together, revealing the way

that the two are commonly spoken or written about in analysis of scientific literacy.

The link between science and technology is disputable, this explains the reason they are separated in some school curricula or placed together at different education level in the National Curriculum. While some aspects of technology, and its definition when perceived in terms of making or designing, might be distinguished from science, there lies the fact that

science cannot be split up from technology and up to this time will remain significant to

the world of students and the wider human race.

Jenkins (1992) makes a case that science has changed in the latter parts of the 20th century in that it has become more commercialized and industrialized and more integrated with technology.

Although a the future citizens students 'should know something of the great intellectual

achievements of science'their lives will be affected more directly, personally and,

sometimes, adversely, by the ways in which scientific knowledge is deployed through a

range of technologies ranging from medicine, transport and communication to

employment, design and manufacturing' . According to Jenkins, it is

arguable 'that the science to be taught in schools should be relocated within these

contexts, rather than, as at present, be concerned with the grammar and syntax of the

scientific disciplines' .

Teaching and Learning in Science

A social constructivist perspective is the predominant view of learning in science.

Driver, Asoko, Leach, Mortimer, & Scott, 1994 wrote that fundamentally this means'' that learners construct their own knowledge and understandings based on what they already know and the socio-cultural context in which they find themselves''.

Learning is an effective procedure in which learners adopt making sense of their

understandings about the world. However this is required of everyone so as to be able to function in the world around them. Learning either in science classrooms or any environment, from any source occurs in similar ways. Learners build knowledge and ideas in science which logical to them by linking the new information acquired to their existing conceptual frameworks. Significantly, the additional information is intergrated into existing mental framework in ways that are meaningful to the learner. Thus, learners' previous knowledge and experiences are important in identifying what their new knowledge and understanding will be like .

Accountability of how students learn can be measured through Effective teaching. In another sense, good teachers know a great deal more than the subject matter they teach.

Darling Hammond (1997) points out that Research confirms that teacher knowledge of subject matter, student learning and development, and teaching methods are all important elements

of teacher effectiveness. The recent reviews of more than two hundred studies

contradict the long time established myths which indicates that anyone can take up teaching and that so called teachers are born and not made. Because learners and contexts differ, there is no single best approach for teaching of science. Instead, in achieving effective learning in science various approaches are needed to make a specific aspect of science available to each

specific group of learners. Clearly, substantial reflection and understanding is essential on

the part of the science teacher although this requires time and experience but its possession should not be undervalued. Shulman (1986) explained pedagogical content knowledge to be a quality which involves careful planning in amalgamating the knowledge

of the subject and knowledge of the learner .

Lemke 1990 demonstrated that Teachers must foster the use and development of language skills in science as it is a subject which require the use of language in particular ways when describing scientific concepts. For example, Words such as energy and work have specific meanings in science that are fairly different to everyday meanings. .Student also need to be capable of using appropriate language in conveying and clarifying their thinking and to communicate their understanding of science concepts in a range of forms, including diagrams, tables, words, graphs and symbols.


A sample of 490 students in 23 Year 9 mathematics classes in Adelaide, South Australia, was surveyed. Year 9 students were chosen in this survey considering that they are of the age where the teacher plays a crucial role in their classroom. During the year 8, which is the first year of the secondary school, there is a building block of newness and freshness about schooling, whilst in senior years students often have a motivational factor about their future employment or tertiary study. Also, Year 9 generally contains common mathematics across the year group, which eliminates the divisions of business and applied mathematics present in some Year 10 cohorts. Year 9 also is known to be a complex year for students, and as a result one where the teacher has an central role in the founding of an proper classroom learning environment.

Two instruments were used to obtain the data from students.

1: A modification of What is Happening in this Classroom? (WHIC) was used to determine the perceptions of students about their classroom learning environment

2:. The Questionnaire on Teacher Interaction (QTI) was used to determine students' perceptions of their teacher's interpersonal behavior in the classroom. A selection of students also were interviewed to provide qualitative data to help explain and amplify the findings of the instruments.

The version of the WHICH instument used in this study has been recently developed for measuring students' perceptions of their classroom learning environment. The instrument contains 64 statements, measuring students' perceptions based on eight scales. These 8 scales measure students' perceptions of the amount of (1) Student Cohesion, (2)Teacher Support,(3) Involvement/Negotiation(4), Investigation,(5) Cooperation,(6) Task Orientation, (7)Equity, and(8) Emphasis on Understanding in the classroom.

An example of the statements in the instrument based on teacher support that the students were asked to answer was (a)''The teacher takes a personal interest in students'', and (b) "The teacher considers students' feelings'. Given the following option for them to choose 'Almost Never Happens', 'Seldom Happens', 'Sometimes Happens', 'Often Happens' or 'Almost Always Happens'. To determine the situation going on in the classrooms. After which Students' perceptions of their classroom learning environments are then profiled according to the class item mean score for each scale

The instrument which was developed in two forms consist of a Personal form and a Class form , both of which are identical but the emphasis in the Personal form is based on student's perceptions of his or her personal interaction with the classroom environment while, on the Class form each item focuses on students' perceptions of the class's interactions with the classroom environment. For example on the Personal form the first two items are, "I make friendships among students in this class" and "I get to know other students in this class well". These items have a personal focus. The same items in the Class form have a class focus: "Friendships are made among students in this class"; and "Students in this class get to know each other well".The instrument has been shown to be reliable, with acceptable discriminant validity and to satisfactorily discriminate between classes. These data have been reported elsewhere (Fraser, Fisher & McRobbie, 1996; Rawnsley & Fisher, 1997a

The second instrument used in the survey was the Questionnaire on Teacher Interaction (QTI). This is a 48-item instrument which measures students' perceptions of their teacher's interpersonal behavior in the classroom. It is based on the Leary (1957) model of interpersonal behavior and measures students' perceptions of the degree of dominance/submission and cooperation/opposition in the teacher's behavior in the classroom.

Brekelmans, Wubbels & Creton, 1990 attest to Its reliability and validity and it has been well documented for studies in The Netherlands.

Interpersonal behavior by the teacher scores highly on the Leadership scale and this is primarily the dominant behavior in the classroom. Wubbles,Creton,Levy &Hooymayers,1993 explained that with a second characteristic of cooperation , that such teacher will "notice what's happening, lead, organize, set tasks, determine procedures, structure the classroom situation, explain, hold attention" . .

The Table below shows the primary and secondary characteristics and sample items from each of the eight dimensions of the QTI. When the class is surveyed, the class item mean for each dimension can then be mapped to show the profile of students' perceptions of their teacher's interpersonal behavior in the classroom.