期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2012
卷号：7
期号：2
页码：197-216
出版社：IJESE
摘要：There has been a wealth of research examining learning environments as one of the vari-ables that contributes to academic success for students studying science. A constructivist learning environment has been explored as one way to assist students in achieving greater success with science learning. There is a lack of research concerning how and if success-ful teachers continue to change over time. This study was designed to address such re-search gaps. The teacher leaders involved served as staff members for Iowa Chautauqua and continue to develop and improve in their use of constructivist practices. There has been a lack of evidence focusing specifically on how participation in the Iowa Chautau-qua Professional Development Program actually increases use of constructivist teaching practices. Results of the research indicate that the teacher leaders continue to develop fur-ther in their use of constructivist practices over time. The Constructivist Learning Envi-ronment Survey (CLES) scores were used to indicate improvement. There are implica-tions for planning and improving classroom learning environments for enrollees in new efforts that were suggested by teacher leaders.
关键词：There has been a wealth of research examining learning environments as one of the vari-ables that contributes to academic success for students studying science. A constructivist learning environment has been explored as one way to assist students in achieving greater success with science learning. There is a lack of research concerning how and if success-ful teachers continue to change over time. This study was designed to address such re-search gaps. The teacher leaders involved served as staff members for Iowa Chautauqua and continue to develop and improve in their use of constructivist practices. There has been a lack of evidence focusing specifically on how participation in the Iowa Chautau-qua Professional Development Program actually increases use of constructivist teaching practices. Results of the research indicate that the teacher leaders continue to develop fur-ther in their use of constructivist practices over time. The Constructivist Learning Envi-ronment Survey (CLES) scores were used to indicate improvement. There are implica-tions for planning and improving classroom learning environments for enrollees in new efforts that were suggested by teacher leaders.
