Reinterpretation of Learning Environment Instruments from Cultural Perspectives - Exploring the Applicability for Understanding Science Classroom Cultures -

Abstract

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students' psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

A comparison of science classroom environments between Korea and Thailand with a focus on their cultural features

“…At the same time, the thoughts and actions of the classroom members can change their daily lives in the science classroom, which affects social systems and ultimately leads to the reproduction of the culture (Sewell Jr 1999). In this sense, the students' perceptions of their science classrooms can be one of the factors that both shape the culture and reveal the cultural traits reflected in the science classroom (Chang et al 2015). In other words, interpreting the students' thoughts on their science classrooms using cultural characteristics can be used as an alternative window to show the cultural characteristics of each country.…”

“…On the other hand, most statements in CLEQ items start with "I like" or "I feel," i.e., students are asked to respond about their psychological tendencies. WIHIC questions focus more on the classroom context, including teachers' and students' traits, while CLEQ questions focus more on the individual student psyches (Chang et al 2015). Because the different foci of these two questionnaires may show different aspects of cultural traits in science classrooms, WIHIC and CLEQ can complement each other.…”