The learning environment as a focus in a study of higher‐level cognitive learning

Use of a combination of quantitative and qualitative data led to complementary views of the learning environment in classes taught by two high school science teachers. Quantified student perceptions of the learning environments are interpretable in terms of the metaphors, beliefs and knowledge of teachers, which were inferred from qualitative data. Between‐teacher differences in quantitative measures of the learning environment were enriched by qualitative observations of classrooms. In addition, different students perceived the classroom environment in significantly different ways. These differences are related to the teacher's expectations of and attitudes towards individuals in the same classroom.