|Alternative Abstract||This study aimed at investigating the degree of the science teachers knowledge of Constructivism in Jordan, and the effect of their ac¬ademic certification, educational certification, and gender on it. The sample of the study consisted of (312) teachers that were selected randomly from the science teachers in two governorates. (166) of them were males and (146) were females. Some of them had com¬munity colleges diploma, others had B.Sc. degree or more. Some had studied educational courses, others did not study educational courses. A valid and reliable test of (35) items was developed to measure the degree of the teachers' knowledge of Constructivism.
To answer the first question. Averages standard deviations of the students' marks and the percentages of the correct answers were calculated. As for the other three questions, three-way analysis of vari¬ance (2x2x2) was used to answer it. The study revealed that the degree of the science teachers' knowledge of Constructivism was low, and there were statistically significant differences between the degrees of the teachers' knowledge of Constructivism that can be attributed to the differences in academic and educational certifica¬tion between them. These differences were in favor of those who have B.Sc. or more, and those who are educationally certified. On the other hand, there were no statistically significant differences that can be attributed to the gender or the interaction between the independent variables, either in pairs or the three at once.
The study recommended that Constructivism must be incorpo¬rated in the science teachers' preparation programs, either before they begin teaching or in-service. It recommended also that it is necessary to convince teachers to adopt Constructivism, and im¬plement its related teaching methods.
sample of 451 of 61h grade students that were selected from UNR WA schools in Jordan.
The results revealed that the reliability coefficients of the completion test, which were estimated by test-re-test method and Cronbach (a) for¬mula, were better than the reliability coefficients of the multiple choice test. Further the result of (X2) test revealed that there are no differences between the Judges estimations of the correlation of each item of the Multiple choice test with the test itself, and Judges estimations of the cor¬relation of each item of Completion test with the test itself.
Moreover four significant factors, which are the planned factors, were extracted from the Completion test items, but the number of significant factors, extracted from the Multiple Choice teat items, is seven. Finally the average of difficulty coefficients and the average of discrimination indices of the Completion test items are more than that for the Multiple choice.