The role of language in science learning and teaching has been a focus of science education research for over three decades. This rich body of research has led to the insight that learning the language of science is constitutive of learning science: simultaneously with participating in classroom activities and conversations, describing observations and constructing conceptual understanding, students must begin to appropriate the language of science.

The main aim of this study is to assess pupils' perceptions of their science classroom learning environment in a coeducational government primary school. This learning environment comprises both that of the regular science classroom and that of the science laboratory. The study examined pupils' actual and preferred perceptions of their science learning environment, as well as, differences in boys' and girls' perceptions of that environment. Associations between pupils' environmental perceptions, attitudinal and achievement outcomes were also investigated.

The objectives of the study are to

● The objectives of the study are to
● compare pupils' actual and preferred perceptions of their science classroom learning environment,
● ind out significant differences, if any, between boys' and girls' perceptions of their science classroom learning environment,
● examine the relationship, if any, between pupils' perceptions of their science classroom environment and their achievement and attitudes in science, and,
● find out the associations, if any, between pupils' attitude in science and their achievement in science

The My Science Class Inventory (MSCI) was adapted from two existing instruments to assess pupils' perceptions of their science classroom learning environment. This study reviewed the applications of MSCI with 212 Primary 5 pupils from 7 intact classes of 1 coeducational government primary school in Singapore. Various item and factor analyses supported the reliability and validity of the instrument.

The Student Attitude Questionnaire (SAQ), a modified form of the Test of Science-Related Attitudes (TOSRA), was used to assess the pupils' attitudes to science. Pupils' achievement scores were obtained from the school's first combined (continual and semestral) assessment.

When the differences in pupil perceptions of their actual and preferred environments and between sexes were explored, results showed that pupils held more favourable preferred perceptions for three out of five scales, namely Competitiveness, Cohesiveness and Material Environment. In most cases, it was also found that girls held more favourable perceptions than boys especially in the Integration scale.

Pupils' environment-attitude, environment-achievement and attitude-achievement associations were explored using two methods of correlational analyses, simple correlation and multiple regression analyses. The individual was used as the unit of statistical analysis. Significant associations were found between the nature of science classroom learning environment and the pupils' attitudinal and achievement outcomes. These four environment dimensions are Difficulty, Cohesiveness, Integration and Material Environment. Significant associations were also found between attitude and achievement.

The findings from this study which is the first in Singapore to focus on the learning environment of the primary school science, served to inform teachers about how their pupils currently perceived their science classroom environment and what they would prefer them to be like. With this knowledge, teachers are more likely to be in a better position to make improvements to their science classrooms. By knowing the relationship between the nature of the environment and the attitudinal and achievement outcomes, they are better able to help their pupils foster more positive attitudes towards the subject thus creating a more supportive environment for teaching and learning to achieve the desired learning outcomes of education.

This study in pupils’ classroom environment perceptions, attitudes and achievement is significant as it was the first of such studies to focus on the learning environment of the primary school science in Singapore. The primary aim was to examine the relationship between pupils’ perceptions of their science classroom environment and their achievement and attitudes in science. Another purpose was to explore the actual and preferred perceptions of pupils, as well as those of boys and girls. The sample consisted of 7 intact classes of Primary 5 pupils from one coeducational government primary school in Singapore. The investigation of attitude-environment, achievement-environment and attitude-achievement associations involved using simple and multiple correlational analyses. A univariate one-way analysis of variance (ANOVA) for repeated measures was used to compare pupils’ actual and preferred perceptions. Boys’ and girls’ perceptions were also compared in a similar manner. The instrument used in the study was analyzed for internal consistency, discriminant validity, ability to differentiate between classes and its factor structure. The findings revealed the existence of positive associations between the nature of the primary science class environment and the pupils’ attitudinal and achievement outcomes. In addition, it was found that girls held more favourable perceptions than boys. The study also adapted and reviewed an instrument in the Singapore context to assess both the primary science class and the science laboratory.