Work in progress — Exploring teacher and student differences in assessment of constructivist practices

摘要

Student and teacher versions of the Constructivist Learning Environment Survey (CLES) are used to measure whether a class environment is consistent with constructivist practices. While studying STEM classrooms, we found differences between how teachers and students score the CLES. Since different perceptions of class norms may impede student learning, we propose to investigate possible causes for the differences.