مستوى ممارسة مبادئ التعلم البنائي لدى معلمي العلوم للمرحلة الأساسية العليا في مدارس مؤتة في الأردن

Abstract EN

The present study aimed at ivestigating the level of practice of constructivist learning principles for science teachers of the upper elementary stage at Mutah city in Jordan.

The descriptive approach were used, the study sample was comprised of (45) teachers were selected randomly.

To achieve the objectives of the study observation tool were used which consisted of (23) item is sub-divided into (6) domains represent teaching performance, namely : (learning content, the use of the ideas and knowledge of students, provide an environment descriptive rich with discussion, the teacher's role constructivist, environment constructivist learning, activities Constructivism).The validity and reliability tool had been verified and established.

The results revealed that the degree of practice of the principles of constructivist learning came moderately in five areas and the degree weak in the field of environment rich with discussion, results also showed a lack of statistically significant differences in the degree of practice teachers with the principles of constructivist learning due to the gender, and the presence of statistically significant differences due to the variable of training courses for the benefit of teachers who have more than three training sessions, and the presence of statistically significant differences in the degree of practice due to the variable teaching experience for the benefit of teachers experienced (5-10 years).

In light of the results.