واقع استخدام التعلم القائم على المشاريع في المدارس الحكومية من وجهة نظر معلمي العلوم في محافظة جنين

Abstract

This study aims at identifying the reality of using project-based learning in government
Schools from science teachers' perspectives in the governate of Jenin in the Academic
years, (2015 – 2016). The study also aims to identify the effect of the following
independent variables: gender, academic qualification, teaching experience years, class
size, and school place on using project-based learning as viewed by science teachers in
the governate of Jenin.
The population of the study is the (159) teachers teaching project-based syllabus in Jenin
schools. The questionnaires were distributed through the ministry of education
directorate. (118) form out of the (159) were collected. Thus the specimen of the study
is (74%) of the target population. The study shows that project-based learning is not
highly used by science teachers in Jenin governate. Furthermore, there are no statistically
significant differences at the level of (α = 0.05) between the means of the participants'
responses towards using project-based learning in government schools, in the total
degree of the domains. Moreover, there were no statistically significant differences at the
level of (α = 0.05) between the means of responses of the participants towards using
project-based learning in the government schools, according to the variables (academic
qualification, years of teaching experience, class size, and school place). At the same
time, there are statistically significant differences at the level of (α = 0.05) between the
averages of responses of the participants according to the variable sex, in favor of males.
The study recommends that the ministry of education organizes more training courses in
the area, provides more financial support for the teachers, enriches the labs with
necessary tools and materials, and modulates and organizes the content of the science
textbooks to suit the method project-based learning