The Effect of Integration of Two Constructivistic Strategies: Learning Cycle and Concept Map on Students' Perceptions of Classroom Learning Environment

This study aimed at investigating the effect of integrating two constructivistic strategies: learning cycle and concept map on 7th grade students' perceptions of classroom learning environment, by comparing three strategies: the integration group that combines the two strategies, and the other two groups, where each one represents one single strategy. Specifically, the study tried to answer the questions: does the effect of the integration strategy differ from the effect of each one alone on the students' perceptions of the classroom learning environment? To answer this question, a sample of (250) 7th grade students was chosen from two schools; the first was a female school and the second was a male school. Each one contained three groups, each group learned using one of the three strategies that the study investigates, these were distributed randomly by simple random distribution. To achieve the purpose of this study, one instrument was developed; The Costructivistic Learning Environment Survey (CLES), composed of 23 items distributed at four subscales (Personal Relevance, Student Negotiation, Shared Control, & Critical Voice), and used to detect the perceptions of the students to the classroom learning environment. Its content validity was established by a panel of specialist judges, with an alpha Cronbach's coefficient (0.87). Also a program for teaching the three strategies was prepared, it contained lessons plans for the three chapters of the unit chosen with the title: the physical properties of the material, in addition to the concept maps, and students' worksheets. The program was distributed to a panel of specialist to establish its content validity. After applying the program to the three experimental groups in the two schools, the data was collected by the instrument, processed by SPSS. The results of the study have shown that there were no statistically significant differences at (a =0.05) between the three strategies groups with regard to the perceptions of the students to the classroom learning environment. Also a statistically significant differences at (a = 0.05) between the three strategies groups were found at one of the subscales, (Personal Relevance), with the superiority of the integration group and the learning cycle group. The study recommends the effective utilization of the concept mapping, the learning cycle and the suggested integration strategy by teachers, good training of teachers on procedures, and providing the necessary resources. The study also recommends further studies on the effect of the proposed strategy in other subjects and for other levels, and to extend and diverse the integration procedure used, and use other variables, such as understanding of science concepts, attitudes toward science, thinking skills, and the epistemological views