مدى شيوع ملامح التعلم البنائي في حصص مادة العلوم للصف الحادي عشر من وجهة نظر الطلبة و علاقته بعض المتغيرات

Abstract EN

This study investigates the extent to which 11th grade science students perceive the presence of the constructivist learning environment features in their science classes as related to certain educational variables.

The study sample consisted of 1,374 students chosen randomly from four post-basic education schools in the Sultanate of Oman.

Toward this end, a constructivist learning environment inventory was translated and adapted into the Arabic Language.

Its final version consisted of 30 items with a reliability is 0.87.

After distributing the inventory and analyzing the data obtained, results indicate the "uncertainty" domain as having the highest average mean score as compared to the other domains, whereas the "shared control" domain showed the lowest average mean score for all domains.

Further, results indicate a statistically significant difference in the perceptions of 11th graders vis-à-vis the presence of constructivist-learning environment features as related to gender in all domains, attributed to subjects in three domains and to the interaction between gender and subjects in one domain.

In the light of these findings, a number of recommendations are presented.