شبكة المعلومات العربية التربوية

This study aimed to know the reality of the use of constructivism learning strategy as one of the strategies that encourage active participation of learners in the learning process, and help the realization of the mind, has been prepared by the researcher questionnaire to verify the extent of the use of constructivism learning within the university's strategy included four variables studied included all the focus on a number of paragraphs that show the principles of constructivism learning strategy during the lecture, and through the application of the questionnaire to a representative sample of the study population of students of the preparatory year at the University of Dammam on the different specialties, as well as the application of the study survey on a sample of faculty members of the Preparatory year in different disciplines. The study found a number of results, including: that the faculty members of the study sample often employ constructivism learning strategy during lectures, illustrated by the results that have been obtained from the analysis and calculation of averages and standard deviations of the responses of members of the faculty and students on a study tool, and in spite of a disparity between the viewpoint of faculty members and students but still indicative of the arithmetic average of the application of the majority of constructivism learning strategy axes. The statistical results showed compatibility between the sample of faculty members and the sample of students to the first axis and which provides for the (planning a lecture according to constructivism learning strategy) was more application, indicating that faculty members are interested in planning a lecture users a constructivism learning strategy axes, as the study sample agreed that the organization of the classroom is not in accordance with the constructivism learning strategy requirements and it turns out that's where it came second axis (the organization of the classroom according to constructivism learning strategy) in fourth place; it emphasizes the need to provide appropriate educational environment so that members of the faculty of applied constructivism learning strategy, which is an important input for learning based on the learner. A result of the study also showed the presence of statistically significant differences at the level (0.01) between the average responses of Faculty by their specialization in the degree of implementation of constructivism learning strategy, and indicates the level of significance of the differences in favor of the faculty members who are teaching the courses of self-development. (Published Abstract)