The purpose of the present study is to explore the interrelationships among students perceptions of constructivist learning environment, their learning approaches, gender and science achievement. Two hundred and forty-five 6th, 7th and 8th grade students were the participants. As research instruments, constructivist learning environment survey and learning approach questionnaire were used. Moreover, some demographic information about students were used in the collection of data. Structural equation modelling (SEM) was used to test the proposed model regarding the interrelationships among students perceptions of constructivist learning, their learning approaches, gender and science achievement. The findings of the study showed that students rote learning approaches, gender (through rote learning) and students perceptions of constructivist learning environment (through meaningful learning approaches) were significantly related to their science achievement. The study has several educational implications.
Key words: Gender differences, Learning approaches, Perceptions of learning environment, Science achievement, Structural equation modelling
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