درجة ممارسة معلمي المرحلة الثانوية لمبادئ التدريس البنائي في دولة الكويت
This study aimed to identify to the degree of the secondary stage teachers' practice of the principles of constructivist teaching, and its relation to variables of gender and years of experience. The study used the descriptive approach. The sample of the study consisted of (153) teachers of both genders in a stratified random way, ratios of (40%) of the study population, To collect the data, a questionnaire was developed consisting of (30) items, It was verified validity and reliability. The results showed that the degree of the secondary stage teachers' practice of the principles of constructivist teaching It was high. Also The results showed there were no significant differences at level (0.05 = α) in the average the degree of the secondary stage teachers' practice of the principles of constructivist teaching to variables of gender. Whereas, there were statistically significant differences at level (α ≤0.05) in the average the degree of the secondary stage teachers' practice of the principles of constructivist teaching to variable of years of experience in favor of (10 years and over). In light of these results, the study has concluded a series of recommendations one of the importance: reviewing the programs of preparing, training and qualifying the secondary stage teachers and training them on how to apply constructive learning principles in classroom situations. (Author’s abstract)