The effect of teaching-based Constructivism approach on performance of fourth grade primary schools students in science education

In this study، the effects of teaching-based Constructivism approach and the role of teachers experience and qualification on the performance of students were investigated. For this purpose the method of quasi experimental design was used. Population of this study included fourth grade students and teachers in public schools in Tehran in academic year 2008-2009. By using stratified random sampling، fifth Educational department of Tehran was selected. From which 8 primary schools randomly were chosen. These 8 divided to four experimental and four control groups. Then From each experimental and control schools 8 classes were included for data collection. In experimental Group، teachers utilized Constructivism theachig method for magnetic subject topic instruction in three sessions. The performance of students in experimental and control groups were compared using the same test. Results showed significant difference between the mean scores of the two groups، experimental performance is better than control. Students'' gender had significant impact on mean scores of the both، and there was significant effect between group variable and gender. Teachers experience have no significant effect on students mean scores but there was a significant interaction between teachers experience and group variable. Teachers qualification had no significant effect on mean scores، there was no significant interaction between group variable and qualification of teachers.