ما وراء التحليل لنتائج الرسائل الجامعية التي تناولت فاعلية منحى التعلم البنائي في تدريس العلوم خلال الفترة من 2010 إلى 2017 في الأردن

نور محاسنه

doi:10.56989/benkj.v2i2.946

Authors

Dr. Nour Mefleh Mahasssneh PhD in Measurement and Evaluation, and teacher in MoE, Jordan

DOI:

https://doi.org/10.56989/benkj.v2i2.946

Keywords:

Constructivist Based Approach, Teaching science, Meta analysis

Abstract

The goal of this study was to make a Meta-analysis of the results of university theses and dissertations which dealt with effectiveness of the Constructivist Based Approach in teaching science in (2010-2017), The variables used in this study are the experimental variable, the dependent variable. In order to achieve the goals, the researcher used the Meta-analysis and Coding Model for Data. The sample study consisted of (48) theses and dissertations. The results showed that effect sizes were not homogeneous. The value of the Homogeneity test (Q-values) reached was (1930.37) with (133) degree of freedom. The results also showed that the average of overall effect size reached for the random effect model was (1.54) with a Standard Error of (0.09).Furthermore, statistically significant differences can be seen in the mean of the effect sizes with respect to are the experimental variable, the dependent variable, for the learning cycle model and thinking skills, respectively, Considering these results, the study presented a number of related recommendations. The most important of which is the inclusion of the learning cycle model in the science curricula as a method of teaching science in the Student’s Book and the Teacher’s Guide for all grades

Keywords: Effectiveness, Constructivist Based Approach, Meta analysis, Teaching science

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References

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