The influence of the International Baccalaureate experimental science program format on classroom learning environment and student attitudes toward the subject of science

This study examined the classroom learning environments and science attitudes of students in three IB Higher Level science classrooms. The study sample consisted of 82 twelfth grade IB science students and three IB Higher Level science teachers. Qualitative and quantitative research methods were used to generate assertions toward the development of a grounded theory on accelerated curriculum effects on the classroom learning environment.; The four research questions that guided this investigation are: (1) What are the shared characteristics of IB Higher Level experimental science instructors? (2) What instructional methods do instructors use to implement the IB Higher Level experimental science program and why do the instructors use these methods? (3) What are the students' perceptions about the classroom learning environment in IB Higher Level experimental science courses? (4) Does a relationship exist between student perceptions of the classroom learning environment and student attitudes toward the subject of science in IB Higher Level experimental science courses?; The qualitative data sources were field notes from classroom observations, teacher interview transcripts, and relevant documents. These data sources were analyzed by constant comparison analysis. Assertions were generated about the educational and professional qualifications of the Higher Level science instructors and the teaching methods used to implement the IB science curriculum. Quantitative data sources consisted of student responses to the Preferred and Actual Forms of the Individualized Classroom Environment Questionnaire (ICEQ) and the Attitude Towards Science in School Assessment (ATSSA). Student responses to the Preferred and Actual Forms of the ICEQ were analyzed with paired t-tests and one way analyses of variance to determine the students' perceptions about the science classroom environment. Correlation tests were used to examine the relationship between learning environment dimensions and student science attitudes.; The significant findings of this study were the Higher Level science teachers were supportive facilitators with strong educational backgrounds. However, the science teachers demonstrated teaching behaviors associated with teaching to the IB science exit examinations. The ICEQ findings revealed the IB science students preferred more personalized teacher-student interactions. The correlation results suggested more positive science attitudes may result in greater participation in IB Higher Level physics classes.