درجة معرفة و توظيف معلمي الاجتماعيات لمبادئ النظرية البنائية

Abstract EN

The study aimed to determine the degree of knowledge and utilization of the principles of constructivist theory by social studies teachers.

The study sample consisted of (29) male and female social studies teachers.

To achieve the goal of the study, the researcher designed a questionnaire consisting of ten items to measure the teachers’ knowledge of the principles of constructivist theory.

In addition, a performance note card was used to measure the degree of their utilization of the principles of the constructivist theory.

The questionnaire consisted of five domains (learners’ preceding knowledge is a foundation of the learning process, learning social studies is an active constructive process, learning occurs when there is a change in the individual’s cognitive construct, learning social studies is linked to the lives of students, learning process takes place through social dialogue.) The study showed the following: 1.

Social studies teachers’ knowledge of constructivist principles was significant, while there were no statistically significant differences in their knowledge of constructivist principles attributable to the gender and academic qualification variables.

2.

The utilization of the principles of the constructivist theory by social studies teachers was average.

There are no statistically significant differences in the utilization of the principles of constructivist theory by social studies teachers attributed to the gender variable, while there are significant differences attributed to the academic qualification variable.