The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students
<p class="apa">The study aims to investigate the effect of using constructivist learning model in teaching science, especially in the subject of light: its nature, mirrors, lens, and properties, on the achievement of eighth-grade students and their scientific thinking.</p><p class="apa">The study sample consisted of (136) male and female 8<sup>th</sup> graders were chosen from two basic schools in Tafila in the scholastic year 2015/2016. The four-class sample was divided into two groups (controlled & experimental).</p><p class="apa">For achieving the study aims, the researcher prepared lesson plans using constructivist learning model, achievement test and scientific thinking test, which validity and reliability were checked.</p><p class="apa">To answer the questions of the study, means, SD, ANOVA and ANCOVA were used to determine the differences in means of the groups of the study.</p><p class="apa">The results show that there is statistically significant difference at (α= 0.05) for the effect of the constructivist Learning model on the achievement and scientific thinking in favor of experimental group, and there is no statistically significant difference at (α= 0.05) for the constructivist Learning model on the achievement and scientific thinking attributed to gender, and there is no statistically significant difference at (α= 0.05) for the dual interaction between teaching method and gender on the achievement and scientific thinking.</p><p class="apa">In the light of the study results, the researcher presented a number of recommendations including: extra attention should be given to employ constructivist learning model within science courses, and conducting further studies about the effect of the constructivist Learning model on various learning outcomes.</p>