Classroom Learning Environments

The study of learning environments has gained much recognition internationally in the last 30 years as a significant field of educational research (Fraser, 1998a). This trend is also evident in Asia, where this field has attracted the attention of educational researchers especially over the previous decade. The way in which studies in various Asian countries covering different types of learning environments have gained momentum in the last decade is illustrated in Goh and Khine’s (2002) book. With the ensuing enthusiasm in learning environment research, studies began to emerge in countries such as Singapore, Korea, Taiwan and Indonesia, some of which can be regarded as pioneering in the field. Those studies focussed on students’ and teachers’ perceptions of classroom learning environments and science laboratory classes. Overall, much progress has been achieved in the conceptualisation, assessment and investigations of learning environment (Fraser, 1994, 1998a).

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