The effectiveness of Teaching program design according to the social constructivist theory in achievement and deep understanding of second intermediates students in chemistry

Abstract

The study was aimed to know the effectiveness of an educational design according to the social constructivist theory in achievement and a deep understanding of second-graders average student in chemistry, compared to the usual method, the research sample consisted of (59) students, and they were randomly distributed into two groups that were rewarded in the variables (timeto-achievement Previous in Chemistry and Intelligence). The experimental group of (30) students studied according to the educational design, and the (control) group of (29) students studied in the usual way. The researcher prepared two tests, the first achievement and consisted of (40) items of the multiple choice type, and the other deep understanding test and consisted of (16) items, of the type (multiple choice), and the validity of the two tools was verified and proven, use the T test for two independent samples (t -Test) for statistical treatment, and the results of the research revealed the superiority of the experimental group that was studied according to the educational design according to the social constructivist theory in achievement and deep understanding.