A questionnaire for monitoring social constructivist reform in university teaching
AbstractAs university teacher educators working in the field of science and mathematics education we are committed to reforming the transmission-style of epistemology evident in many university lecture theatres and tutorial classes. In this paper, we present a new learning environment questionnaire for use by university teachers wishing to monitor their development of teaching approaches based on a social constructivist perspective on learning. The questionnaire was trialled in the postgraduate classroom of one of the authors who teachers in accordance with a social constructivist perspective. It was found to a generate plausible account of a range of students' experiences.