The Science Learning Environment: Some Views from Fiji Pre-service Primary School Teachers

Abstract

Fijian and ethnic lndian pre-service primary school teachers' perceptions of their preferred science learning environment have been investigated using semi-structured clinical interviews. The interview protocol was developed from a learning environment instrument: the Constructivist Learning Environment in Science (CLES) instrument developed by Taylor, Fraser and White (1994). Data analysis has revealed that despite wide cultural differences amongst participants, there is commonality of views about four aspects of the learning environment: the role of the teacher; the role of questioning; the role of the examination system; and the value of competitive versus co-operative classrooms. Fiji pre-service teachers' views of their preferred learning environment are dichotomous, and appear to represent a combination of traditional views along with innovative thinking. Perceptions of the preferred learning environment are broadly consistent with a constructivist view of learning, and may mean that planned changes to the Fiji school curriculum and examination system will prove less problematic than anticipated.