أثر استخدام نموذج التعلم البنائي في تنمية التفكير الاستقرائي، و التعرف على مدركات طلبة المرحلة الثانوية عن التدريس البنائي لدى معلميهم في مدينة أبها

الملخص EN

This study aimed to recognise the perceptions of high school students as to their teacher's applications of constructivist learning principles upon teaching physics.

A randomly selected sample of 60 participants assigned to a control and an experimental group in a pretest-posttest control group design.

An inductive thinking test and a students' perceptions scale that taps into their constructivist teaching.

The two instruments were validated and assessed for reliability.

Findings showed that there were statistically significant differences between mean scores of experimental and control group participants on posttesting of inductive thinking skills to the good of experimental pasrticipants.

Findings also showed that there were statistically significant differences between mean scores of experimental and control group participants on posttesting of the students' perceptions of teacher's constructivist teaching principles to the good of experimental participants.

Overall, findings proved the effectiveness of the constructivist learning paradigm in improving inductive thinking as a result of constructivist teaching.

The article ended in a discussion of the findings against a background of relevant literature and prior research.

Pedagogical implications and recommendations for prospective research were forwarded at the end.