Level of Knowledge and Practice of Constructivism Theory amongst Science and Mathematics Teachers from their Perspectives

Abstract

This study aimed at measuring the level of knowledge and practice of constructivism theory amongst science and mathematics teachers at UNRWA schools in Jordan from their perspectives. The sample of the study consisted of (81) science and mathematics teachers. A scale for measuring the level of knowledge and practice of the theory of constructivism amongst teachers was developed. Results of the study revealed that teachers' knowledge of the theory of constructivism was high, while their practice of the tenets of the theory was moderate. Results of the study also showed that there were no statistically significant differences between science teachers' ratings and mathematics teachers' ratings of their knowledge and practice of the theory of constructivism. However, statically significant differences were found between male teachers' ratings and female teachers' ratings of their knowledge and practice in favor of the female teachers. Results of the study also showed that there were statistically significant differences between teachers' ratings of knowledge and practice of constructivism in favor of their knowledge of the theory on the two levels of the two variables of specialization and gender.