Abstract/Hauptbeschreibung (Englisch)

The constructivist approach represents a theory that explains how ‎knowledge is constructed within a student’s cognitive framework ‎through experience and experimentation. The current research ‎aimed to explore the extent to which middle school biology ‎teachers’ practicing the principles of constructivist theory, as ‎perceived by supervisors. The research population consisted of 34 ‎male and female supervisors specializing in biology, distributed ‎across three directorates of Education in Rusafa district ‎‎(directorate of Education of first Rusafa, directorate of Education ‎of second Rusafa, and directorate of Education of Third Rusafa) ‎and three directorates in the Karkh district (directorate of ‎Education of First Karkh, directorate of Education of Second ‎Karkh, and directorate of Education of Third Karkh). ‎ The research tool, represented by a questionnaire, was applied to ‎assess the extent to which female biology teachers at the middle ‎school level practice the principles of constructivist theory, as ‎observed by subject supervisors. The questionnaire items were ‎designed to cover the fundamental principles of constructivist ‎theory, resulting in a total of( 41) items that reflect the general ‎principles of the theory. The validity and reliability of the tool ‎were established, and appropriate statistical methods, including ‎the arithmetic mean, standard deviation, and percentage weight, ‎were utilized to evaluate the reality of the practice. ‎ The research findings indicated that the level of practice of ‎constructivist theory principles by male and female biology ‎teachers at the middle school level was low. This result does not ‎meet the anticipated level necessary to achieve educational ‎outcomes characterized by high efficiency and quality. While ‎some principles of the theory were practiced at a moderate level, ‎others were practiced at a low level.‎