Constructivist learning environments in a cross-national study in Taiwan and Australia

This article focuses on the validation and use of English and Chinese versi ons of the Constructivist Learning Environment Survey (CLES) in a cross-nat ional study of high school science classrooms in Australia and Taiwan. The CLES was administered to 1,081 students from 50 classes in Australia and 1, 879 students from 50 classes in Taiwan. Data analysis supported each scare' s internal consistency reliability, factor structure and ability to differe ntiate between classrooms, rind revealed interesting differences between av erage scale scores in Taiwan and Australia. The questionnaire data were use d to guide the collection of qualitative data in each country to explain pa tterns and differences in mean scale scores in Australia and Taiwan. Interv iews with students also provided precautionary information regarding studen ts' understanding of some items and the use of a Western survey to measure constructivist learning environments in an Eastern country.