درجة توظيف معلمي العلوم و الجغرافية لمبادئ النظرية البنائية الاجتماعية في تدريسهم في مرحلة التعليم الأساسي في مدارس وكالة الغوث الدولية في الأردن

Abstract EN

The study seeks to find out the degree of implementation Science and Geography teachers the principles of social constructivism theory in teaching the basic stage in UNRWA, Jordan and the relationship of some variables.

To achieve this, a questionnaire was set up consisting of (52) items which includes five domains of the principles of social constructivism theory.

The questionnaire was implemented on (237) male & female Science & Geography teachers.

The study clarified that the degree of Implementation of these principles by the sample of this study of the social constructivism was (4,0195) with the percentage of (80,4) which is a high degree.

The first domain (teaching is based on group & individual methods) was the first rank and the fourth domain (the negotiation process is considered as the base for generalization) was the second rank; meanwhile the second domain was the third rank and the fifth domain was the fourth rank which forms the potential growth which is a basic principle in the social constructivism while the third domain “the process of teaching based on a systematic way” was the fifth.

The study didn’t reach to significant statistical differences attributed to the specialization of teachers and to their academic qualification, neither to their educational qualification.

The study results also showed that there are significant statistical differences attributed to the gender over the second domain and the differences were in favor of female teachers and also showed there were significant statistical differences attributed to the levels of teachers’ experience over the first domain (less than 10 years) and the second domain between the experience level in favor of less than ten years and, the study also showed the differences over the whole domain of the tool according to the experience level is in favor of more than ten years.