مستوى الممارسات التدريسية للنظرية البنائية الوظيفية لدى معلمات الدراسات الاجتماعية بالتعليم العام في المملكة العربية السعودية
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This study will aim to explore the level of function constructivist teaching practices of social and national teachers in the public education in the Kingdom of Saudi Arabia. The study folw the descriptive survey method. Availability random sample (150) was chosen from social studies teachers in the Makkah area in the Kingdom of Saudi Arabia, destruputing to (50) teachers for every stage of public education (elementary, intermediate, secondary). Moreover, the data of the study were collected using the observation checklist. The validity and reliability of the study instrument was checked. With respect to data analysis, means, and standard deviation were calculated of each item in observation checklist. Moreover, four way analysis was used to explore if there were a statistical significant difference in participants' practices attribute to participant's stage of study, scientific qualification, scientific specialization, instructional experiences, and number of her taking of training sessions. The findings of the study revealed low level of function constructivist teaching practices for study sample in general, and on the role of teacher toward students, creating the learning environment, and using alternative evaluation in particular, but they have achieved a moderate degree in the professional role. Moreover, a statistical significant difference (α=0.05) in participants' practices was found. It attributes to participant's scientific qualification in favor of the master class and above, as well as differences attributed to the her taking part in training sessions infavor for three training sessions and more. While it was not found a significant difference in the function constructivist teaching practices attribute to respondent's stage of the study, scientific specialization and instructional experiences. Based on the findings of the study, a set of relevant recommendations were suggested.