Appendix Two: Instruments and Data - CLES and BASSSQ

This appendix presents the two survey instruments used - the Beliefs About Science and School Science Questionnaire (BASSQ) and two forms of the Constructivist Learning Environment Survey (CLES) - and the data obtained.

The two questionnaires used in the research took a number of different forms, as shown in the preceding pages. The Constructivist Learning Environment Survey (CLES) (Taylor, Fraser & Fisher, 1997) was administered to teachers and students during November 1996 in a 'perceived' ("what happens in my science classroom") and a 'preferred' ("what I wish happened in my science classroom") form. The Beliefs About Science and School Science Questionnaire (BASSSQ) (Taylor & Aldridge, 1997) was also administered to all students and teachers (in appropriate forms for each group, as above) in November 1996.

I have chosen to present in detail the results from four of the five class groups surveyed - Carolyn's class, Andrea's class, Candace's class and Alyx's class (teacher names have been used because they are simpler than room numbers for reporting, and because the purpose of the data is to compare teacher and student attitudes and beliefs). The fifth class surveyed had two teachers, Robyn and Colin, in the course of the year, neither of whom completed a survey, and was much less prominent in 'School Stories', and for this reason those results have not been included.

Candace and Alyx's original (November 1996) questionnaires were inadvertently destroyed, and they were asked to complete the questionnaires again in November 1997. If I were using the survey data psychometrically, or in support of the conjecture that teacher attitudes are stable across time, this would be a serious flaw in the research. I am, however, using the survey results heuristically to explore the relationship between teacher and student attitudes and beliefs, and believe they still have value for this purpose.

Constructivist Learning Environment Survey

This classroom environment instrument has gone through a number of iterations under the same name, as the model of 'constructivism' used by its authors has evolved. The current form reflects a social constructivist, or even a critical constructivist (Taylor, 1996), perspective on knowledge and learning. The survey consists of 30 questions, which are answered in a five point Likert scale, ranging from 'almost never' (1) to 'almost always' (5). The six scales of the instrument correspond to the six sections of the survey as shown below:

The five scales of the CLES (Taylor, Fisher & Fraser, 1997) consist of six items each, and all items are scored on a five point Likert scale. This yields a possible range of scores from 6 to 30 (i.e. 6 = 'almost never', 12 = 'seldom', 18 = 'sometimes', 24 = 'often', 30 = 'almost always) for each scale. The scales may be described as:

• Personal Relevance - the extent to which the science learned at school is relevant to students' out-of-school lives and work aspirations.
• Uncertainty - the extent to which teachers and students see science as a human activity involving values and assumptions, rather than an impersonal and objective study of the real world.
• Critical Voice - the extent to which students feel able to have a voice in what happens in the classroom and question the teacher and the discipline
• Shared Control - the extent to which students have a sense of agency about their learning, and an active involvement in choosing activities and assessment approaches.
• Student Negotiation - the extent to which students are allowed to learn together collaboratively through negotiating and constructing models.

Beliefs About Science and School Science Questionnaire (BASSSQ)

This instrument consists of a 40 item questionnaire which uses a 5 point Likert scale, where 1 corresponds to 'almost never' and 5 to 'almost always'. The items form four scales as shown in Table X. Because the scales do not contain equal numbers of items, it would be awkward to compare the results directly. For this reason I have chosen to report each result as a percentage, calculated as follows:

reported score = (raw score - minimum possible for scale)/(scale maximum-scale minimum) x 100

eg. Carolyn's score on the 'Process - School' scale:

reported score = (33 - 9)/(45 - 9) x 100

'Certainty' may be something of a misnomer for the scales that are identified using it - a higher score in each scale corresponds to a more tentative, subjective and uncertain view of the nature of science. Similarly, high scores for the two 'Process' scales correspond to more human, connected views of how scientists 'do science', and how students should study science.

NB: For reasons of space and clarity, this set of instructions has been included only once for the four forms of the CLES (student perceived, student preferred, teacher perceived, teacher preferred) that are included here.

Student 'Perceived' Form of the CLES

Student 'Preferred' Version of the CLES

Teacher 'Perceived' Version of the CLES

Teacher 'Preferred' Version of the CLES

Beliefs About Science & School Science Questionnaire (BASSSQ) - Student Form

Part One: Student's View of Science

Please tell us how often you think these things happen in science when scientists do it.

Process of Scientific Inquiry	Almost Never	Seldom	Sometimes	Often	Almost Always
1. What scientists find depends on what they're looking for.	1	2	3	4	5
2. Scientists learn by arguing with other scientists' ideas.	1	2	3	4	5
3. Scientists' beliefs - things like religion and politics - affect their scientific work.	1	2	3	4	5
4. Scientists learn by thinking about their ideas and changing them.	1	2	3	4	5
5. Scientists sometimes make discoveries because they have a 'hunch' or feeling.	1	2	3	4	5
6. When scientists do experiments, their beliefs aren't important.	1	2	3	4	5
7. The theories and ideas that scientists already have influence what experiments they do.	1	2	3	4	5
8. Scientists start their investigations by looking at the world around them.	1	2	3	4	5
9. Scientists have a particular way of working - the scientific method.	1	2	3	4	5
10. Scientific ideas come from both scientific and non-scientific sources.	1	2	3	4	5
Certainty of Scientific Knowledge	Almost Never	Seldom	Sometimes	Often	Almost Always
11. Scientific knowledge tells us how the natural world really is.	1	2	3	4	5
12. Scientists aren't sure about scientific knowledge.	1	2	3	4	5
13. Scientific knowledge is different in different societies.	1	2	3	4	5
14. Scientific knowledge can be proved.	1	2	3	4	5
15. In different situations, scientific knowledge might be seen as better or worse.	1	2	3	4	5
16. The scientific knowledge we have now is totally accurate.	1	2	3	4	5
17. The scientific knowledge we have now will change in the future.	1	2	3	4	5
18. Scientific knowledge is influenced by people's cultures.	1	2	3	4	5
19. People aren't important in scientific knowledge.	1	2	3	4	5
20. Scientific knowledge is influenced by myths.	1	2	3	4	5

Part Two: Student's View of School Science

Please tell us how often you think each of these things should happen in school science.

Process of School Science Inquiry	Almost Never	Seldom	Sometimes	Often	Almost Always
21. We should be allowed to explore our own ideas in science classes.	1	2	3	4	5
22. We should work together in groups in science classes.	1	2	3	4	5
23. In science classes, we should be able to talk to other students about our ideas.	1	2	3	4	5
24. In science classes, we should think creatively.	1	2	3	4	5
25. We should explore different ways of working scientifically in science classes.	1	2	3	4	5
26. We should see science as being about solving problems.	1	2	3	4	5
27. Our learning should start from our observations of the world around us.	1	2	3	4	5
28. In science classes, we should learn to use the scientific method.	1	2	3	4	5
29. If we're having fun in an experiment we won't learn very much.	1	2	3	4	5
30. We should learn that there's a difference between observing something and making up a theory.	1	2	3	4	5
31. We should learn about the ethics (what's right and wrong) related to science.	1	2	3	4	5
Certainty of School Science Knowledge	Almost Never	Seldom	Sometimes	Often	Almost Always
32. We should challenge accepted idea and theories in science classes.	1	2	3	4	5
33. We should realise that scientific knowledge is not certain.	1	2	3	4	5
34. What we learn about science in school is influenced by what we already know.	1	2	3	4	5
35. In school science we should learn about the history of scientific ideas.	1	2	3	4	5
36. We should realise that more than one idea can explain the same observations.	1	2	3	4	5
37. In school science, we should learn about competing theories.	1	2	3	4	5
38. We should learn that scientific knowledge will change in the future.	1	2	3	4	5
39. In science classes, we should learn about how society decides what knowledge is scientific.	1	2	3	4	5
40. We should learn that human ideas and beliefs don't influence scientific knowledge.	1	2	3	4	5

Beliefs About Science & School Science Questionnaire (BASSSQ) - Teacher Form

Part One: Teacher's View of Science

Please indicate how often, in your opinion, each practice occurs in science.

Process of Scientific Inquiry	Almost Never	Seldom	Sometimes	Often	Almost Always
1. Scientific observations depend on what scientists set out to find.	1	2	3	4	5
2. Scientific inquiry involves challenging other scientist's ideas.	1	2	3	4	5
3. Scientific observations are affected by scientists' values and beliefs.	1	2	3	4	5
4. Scientific inquiry involves thinking critically about one's existing knowledge.	1	2	3	4	5
5. Intuition plays a role in scientific inquiry.	1	2	3	4	5
6. When making observations, scientists eliminate their beliefs and values.	1	2	3	4	5
7. Scientific observations are guided by theories.	1	2	3	4	5
8. Scientific inquiry starts with observations of nature.	1	2	3	4	5
9. Scientific investigation follows a well defined method.	1	2	3	4	5
10. Scientific ideas come from both scientific and non-scientific sources.	1	2	3	4	5
Certainty of Scientific Knowledge	Almost Never	Seldom	Sometimes	Often	Almost Always
11. Scientific knowledge gives a true account of the natural world.	1	2	3	4	5
12. Scientific knowledge is tentative.	1	2	3	4	5
13. Scientific knowledge is relative to the social context in which it is generated.	1	2	3	4	5
14. Scientific knowledge can be proven.	1	2	3	4	5
15. The evaluation of scientific knowledge varies with changes in situations.	1	2	3	4	5
16. The accuracy of current scientific knowledge is beyond question.	1	2	3	4	5
17. Currently accepted scientific knowledge will be modified in the future.	1	2	3	4	5
18. Scientific knowledge is influenced by cultural and social attitudes.	1	2	3	4	5
19. Scientific knowledge is free of human perspectives.	1	2	3	4	5
20. Scientific knowledge is influenced by myths.	1	2	3	4	5

Part Two: Teacher's View of School Science

Please indicate how often, in your opinion, each practice should occur in school science.

Process of School Science Inquiry	Almost Never	Seldom	Sometimes	Often	Almost Always
21. In science classes, investigations should enable students to explore their own ideas.	1	2	3	4	5
22. In science classes, students should work collaboratively.	1	2	3	4	5
23. In science classes, students should discuss ideas with others.	1	2	3	4	5
24. In science classes, students should think creatively.	1	2	3	4	5
25. In science classes, students should explore different methods of investigation.	1	2	3	4	5
26. Students should view science as a problem-solving exercise.	1	2	3	4	5
27. In science classes, inquiry learning should start with observation.	1	2	3	4	5
28. In science classes, students should apply the scientific method.	1	2	3	4	5
29. If students are enjoying themselves during science experiments, science learning will be limited.	1	2	3	4	5
30. Students should be taught that there is a distinction between theory and observation.	1	2	3	4	5
31. In science classes, students should consider ethical issues related to scientific investigation.	1	2	3	4	5
Certainty of School Science Knowledge	Almost Never	Seldom	Sometimes	Often	Almost Always
32. In school science, students should be critical of accepted theories.	1	2	3	4	5
33. In school science, students should view scientific knowledge as tentative.	1	2	3	4	5
34. In school science, student understanding is influenced by their existing knowledge.	1	2	3	4	5
35. In school science, students should examine the history of accepted scientific knowledge.	1	2	3	4	5
36. In school science, students should learn that more than one theory can account for a given set of data.	1	2	3	4	5
37. In school science, students should learn about competing theories.	1	2	3	4	5
38. In school science, students should be taught that accepted scientific knowledge will be modified in the future.	1	2	3	4	5
39. In school science, students should examine how society influences what counts as scientific knowledge.	1	2	3	4	5
40. In school science, students should be taught that scientific knowledge is free of human values.	1	2	3	4	5

Table Four summarises the results of both instruments, including both forms of the CLES, for all classes and teachers (November 1996, except Candace and Alyx).

	CLES - perceived					CLES - preferred					BASSSQ
	Relevance	Uncertainty	Critical Voice	Shared Control	Student Negotiation	Relevance	Uncertainty	Critical Voice	Shared Control	Student Negotiation	Process, Science	Certainty, Science	Process, School	Certainty, School
Carolyn	24	29	26	25	22	30	30	28	26	27	50	47	75	66
Carolyn's Class	19	22	22	10	20	20	21	26	21	23	50	50	61	61
Andrea	28	15	23	10	23	30	24	24	19	21	62	80	56	97
Andrea's Class	21	22	21	11	20	19	20	23	19	24	52	47	65	63
Candace	25	23	28	23	30	30	25	30	26	30	55	55	70	88
Candace's Class	21	21	22	15	23	21	21	23	20	24	52	50	61	63
Alyx	26	26	28	17	25	30	29	29	23	30	50	65	64	75
Alyx's Class	21	22	21	12	22	21	21	23	20	24	55	50	59	63

Table Four - Results, CLES and BASSSQ, all classes and teachers, November 1996 (& November 1997) Carolyn's Class, n=16; Andrea's Class, n=22; Candace's Class, n=28; Alyx's Class, n=23.

Figure Two - Comparing teacher responses on the 'perceived' form of the Constructivist Learning Environment Survey (CLES)

Figure Three - Comparing teacher responses on the 'preferred' form of the Constructivist Learning Environment Survey (CLES)

Figure Four - Comparing teacher responses on the Beliefs About Science and School Science Questionnaire (BASSSQ)

Figure Five - Comparing student responses on the 'perceived' form of the Constructivist Learning Environment Survey (CLES)

Figure Six - Comparing student responses on the 'preferred' form of the Constructivist Learning Environment Survey (CLES) NB: Alyx's and Candace's classes scored exactly the same results on each of the four scales, so that the line for Candace's class is obscured in this figure.

Figure Seven - Comparing student responses on the Beliefs About Science and School Science Questionnaire (BASSSQ)

Figure Eight - Constructivist Learning Environment Survey (CLES), perceived and preferred forms, Carolyn Young and class, November 1996

Figure Nine - Beliefs About Science and School Science Questionnaire (BASSSQ), Carolyn Young and class, November 1996

Figure Ten - Constructivist Learning Environment Survey (CLES), perceived and preferred forms, Andrea King and class, November 1996

Figure Eleven - Beliefs About Science and School Science Questionnaire (BASSSQ), Andrea King and class, November 1996

Figure Twelve - Constructivist Learning Environment Survey (CLES), perceived and preferred forms, Candace James, November 1997, and class, November 1996

Figure Thirteen - Beliefs About Science and School Science Questionnaire (BASSSQ), Candace James, November 1997, and class, November 1996

Figure Fourteen - Constructivist Learning Environment Survey (CLES), perceived and preferred forms, Alyx Nilssen, November 1997, and class, November 1996

Figure Fifteen - Beliefs About Science and School Science Questionnaire (BASSSQ), Alyx Nilssen, November 1997, and class, November 1996