EFFECTIVENESS OF A PROGRAM BASED ON THE CONSTRUCTIVIST LEARNING FOR DEVELOPING THE ENVIRONMENTAL VALUES AND THE SKILLS OF THE PROBLEMS SOLVING IN SCIENCES FOR THE PREPARATORY STAGE’S STUDENTS

Abstract

This research aims to develop a program based on constructivist learning in science, and to measure the effectiveness of its application to develop of the environmental values and the problem-solving skills for the preparatory grades students, in order to achieve this aim, the researcher has been used the following steps: § The list was prepared for the environmental values , and in the light of it, the tool was designed to analyze the content of science books for preparatory stage to identify the availability of the environmental values in these books. The results showed that the science books did not address the environmental values enough. § The list was prepared for the problem-solving skills. § The both lists were used in the preparation of the program and two units of it (The atmosphere and its protection - Extinction and fossils) in the light of using constructivist learning strategies (five E's learning cycle - Cooperative Learning - Discussion –Role playing - Brainstorming) , for teaching to (40 students) from the second preparatory grade. § The scale consisted of (40 items) was designed to examine the effectiveness of teaching the units for developing of the environmental values of the students of study group . § The scale consisted of (25 items) was designed to examine the effectiveness of teaching the units for developing of the environmental problem-solving skills of the students of study group . § The both scales was applied on the students of study group before and after teaching the experimental units. The results showed that : § There were a statistically significant differences between averages degrees of students of study group before and after applying the suggested units in favor of post application at the environmental values scale as a whole and its dimensions (Respect for biodiversity - Living lightly - Aesthetic values - Respect for intergenerational equity - Respect for environmental human rights - Support of peace and environmental security- Preventive health). § There was no statistically significant difference between average degrees of students of study group before and after applying the suggested units at the environmental values scale of dimension (Sustainable consumption and production). § There were a statistically significant differences between averages degrees of students of study group before and after applying the suggested units in favor of post application at the problem-solving skills scale as a whole and its dimensions (Identifying the problem- Identifying the alternative solutions- Testing the validity of the solutions - Generalizing the results). § There was no statistically significant difference between average degrees of students of study group before and after applying the suggested units at the problem-solving skills scale of dimension (Collecting the data). § There was a positive correlation between grades of students of study group in the scale of environmental values and their grades in the scale of problem-solving skills. Generally , the results indicated the effectiveness of using the constructivist program in science for developing the environmental values and the problem-solving skills of students. The study recommended to apply the constructivist learning strategies for developing the environmental values and the problem-solving skills for the students. SUMMERY