درجة ممارسة معلمي العلوم في المرحلة الأساسية لمبادئ نظرية التعلم البنائية في قصبة المفرق
The study aimed to identify the degree to which science teachers in the basic stage practice the principles of constructivist learning theory in Mafraq. The descriptive-analytical approach was used، and a questionnaire was applied after verifying its validity and reliability for collecting study data from an available sample size of (104) male and female science teachers. The results of the study showed that the arithmetic means of the degree of practicing the principles of constructivist learning theory among science teachers in the basic stage in general came to a high degree، and also showed that there were no statistically significant differences at the level of (α = 0.05) in the degree of practicing the principles of constructivist learning attributed to gender، level of experience، and educational level. The study recommended that science teachers should be encouraged to practice constructivist learning theory in science teaching. (Author’s abstract)