This study aims at identifying the reality of using project-based learning in government Schools from science teachers perspectives in District of Jenin for the Academic years (2015 – 2016). The study also aims to identify the effect of the independent variables: gender, academic qualification, years of teaching experience, class size, and school place on reality of using project-based learning as viewed by science teachers in District of Jenin.

The population of the study is the (159) teachers teaching this syllabus in all schools. The questionnaire is distributed by the Directorate. (118) out of the (159) are collected. Thus the specimen of the study is (74%) of the target population. The study showed that project-based learning is widely used by science teachers in Jenin directorate. Furthermore, there were no statistically significant differences at the level of significant ( α = 0.05 ) between the averages of responses of the participants towards the reality of using project-based learning in government Schools from science teachers perspectives in District of Jenin, according to the variable (academic qualification, years of teaching experience, class size, and school place). At the same time, there are statistically significant differences at the level of significant ( α = 0.05 ) between the averages of responses of the participants towards the reality of using project-based learning in government Schools from science teachers perspectives in District of Jenin, according to the variable sex, in favor of males.

The researcher recommended the following: The Ministry of Education should organize more training courses in the area. Provide more financial support for the teachers. Enrich the labs with necessary tools and materials. Modulate and organize the content of the science textbooks to suit the method project-based learning.

Title

د. عبد الغني الصيفي & اسامة الزيود

Publisher

مجلة (جامعة)،كلية أكاديمية التربية/أكاديمية القاسمي

Publisher Country

Palestine

Publication Type

Prtinted only

Volume

20

Year

2017

Pages

59-95