واقع استخدام التعلم القائم على المشاريع في المدارس الحكومية من وجهة نظر معلمي العلوم في محافظة جنين

Abstract EN

This study aims at identifying the reality of using project-based learning in government Schools from science teachers' perspectives in the governate of Jenin in the Academic years, (2015 – 2016).

The study also aims to identify the effect of the following independent variables: gender, academic qualification, teaching experience years, class size, and school place on using project-based learning as viewed by science teachers in the governate of Jenin.

The population of the study is the (159) teachers teaching project-based syllabus in Jenin schools.

The questionnaires were distributed through the ministry of education directorate.

(118) form out of the (159) were collected.

Thus the specimen of the study is (74%) of the target population.

The study shows that project-based learning is not highly used by science teachers in Jenin governate.

Furthermore, there are no statistically significant differences at the level of (α = 0.05) between the means of the participants' responses towards using project-based learning in government schools, in the total degree of the domains.

Moreover, there were no statistically significant differences at the level of (α = 0.05) between the means of responses of the participants towards using project-based learning in the government schools, according to the variables (academic qualification, years of teaching experience, class size, and school place).

At the same time, there are statistically significant differences at the level of (α = 0.05) between the averages of responses of the participants according to the variable sex, in favor of males.

The study recommends that the ministry of education organizes more training courses in the area, provides more financial support for the teachers, enriches the labs with necessary tools and materials, and modulates and organizes the content of the science textbooks to suit the method project-based learning.