تصورات معلمي العلوم عن نظريات التعلم و علاقتها بممارستهم التعلمية

Abstract EN

This study aimed at investigating Science teachers perceptions about learning theories and its relation with teaching practices and how they their acquired personal teaching theories.

The study mainly attempted to answer the following three questions : 1- What are Science teachers’ perceptions about learning theories ? 2- What are the relations of science teachers’ perceptions about learning theories with their practices ? 3- How Science teachers acquired their personal learning theories ? To answer these three questions, the researcher analyzed teachers documents, and observed science lessons of the six teachers from the two schools followed the two Educational Directorates in Amman.

The researcher also, interviewed all the teachers.

Two Techniques were used to validate the results : Triangulation and consensual validation.

Results revealed that teachers do not have perception about learning theories except one of them who has, and having or not having perceptions were reflected on their practices.

At the same time one Science teacher acquired his personal teaching theory through his knowledge about learning theories' principles, while other Science Teachers acquired their teaching theories through professional friendship and of imitating other science teachers.

In the light of these results the study recommended that Science teacher education programs should be developed and improved, and concentration on the learning theories through workshops should be a goal.