The effect of constructivist-based approach of teaching in science Courses on cooperative learning of Secondary school students and its sustainability over time

The results of international research evaluating academic achievement, which studies the process of teaching experimental sciences, have shown that Iran’s rank is lower than average results. Therefore, the special attention to the course of experimental sciences is the essential and obvious need. In this regard, the purpose of this study was to investigate the effect of teaching experimental sciences based on constructivist approach on students' cooperative learning and its sustainability over time.

The design of this research was quasi-experimental with pre-test-post-test design with control group and follow-up stage. Statistical population of this survey included all the secondary school students of Tehran in 2019.A sample of 60 students was selected by using the random sampling techniques in accordance with Cochran formula, and a cooperative learning questionnaire was applied in order to collect data. Constructivist teaching applications have been conducted by treatment group for 10 one-hour sessions. The data has been analyzed by using both descriptive and inferential statistical analysis techniques (repeated measures designs (ANOVA) and paired sample test).

The results have displayed that the extent of Cooperative learners’ achievements in constructive-based teaching was considerably higher than learners who have not been received this method.

This study shows that the seventh grade experimental science education based on the constructivist approach has been significant effects on long-lasting cooperative learning of students. Based on the results, it is possible to provide an education-based intervention with a constructivist approach to increase the participatory learning of students in junior high school and this method can be used as one of the main methods to increase cooperative learning by activating students in the educational process.