The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students

Autor/in	Qarareh, Ahmed O.
Titel	The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students
Quelle	In: International Education Studies, 9 (2016) 7, S.178-196 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Constructivism (Learning); Models; Science Instruction; Science Achievement; Science Process Skills; Middle School Students; Secondary School Science; Grade 8; Scientific Concepts; Light; Control Groups; Experimental Groups; Lesson Plans; Achievement Tests; Science Tests; Validity; Statistical Analysis; Teaching Methods; Test Reliability; Jordan + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Licht; Lesson planning; Unterrichtsplanung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Gültigkeit; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Testreliabilität
Abstract	The study aims to investigate the effect of using constructivist learning model in teaching science, especially in the subject of light: its nature, mirrors, lens, and properties, on the achievement of eighth-grade students and their scientific thinking. The study sample consisted of (136) male and female 8th graders were chosen from two basic schools in Tafila in the scholastic year 2015/2016. The four-class sample was divided into two groups (controlled & experimental). For achieving the study aims, the researcher prepared lesson plans using constructivist learning model, achievement test and scientific thinking test, which validity and reliability were checked. To answer the questions of the study, means, SD, ANOVA and ANCOVA were used to determine the differences in means of the groups of the study. The results show that there is statistically significant difference at (a = 0.05) for the effect of the constructivist Learning model on the achievement and scientific thinking in favor of experimental group, and there is no statistically significant difference at (a = 0.05) for the constructivist Learning model on the achievement and scientific thinking attributed to gender, and there is no statistically significant difference at (a = 0.05) for the dual interaction between teaching method and gender on the achievement and scientific thinking. In the light of the study results, the researcher presented a number of recommendations including: extra attention should be given to employ constructivist learning model within science courses, and conducting further studies about the effect of the constructivist Learning model on various learning outcomes. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01