The Effectiveness of a Constructive Learning Approach in Acquiring Science Processes and Developing Thinking Skills: A Meta-Analysis Study By

Abstract

The research aimed to investigate the results of previous studies that investigated the effectiveness of a constructive learning approach in acquiring science processes and developing thinking skills. The research employed the descriptive method using the meta-analysis method, for the studies conducted at (2010-2020). The study sample consisted of (95) studies, distributed over (64) published research studies, (26) MA theses, and (5) PhD dissertations. The effect size means for the studies that addressed acquiring science processes was (3.436), for the development of thinking skills (2.423), and for the studies that addressed the effectiveness of constructive learning approach in acquiring science processes and developing thinking skills (together), (3,278) and (2,373), respectively, based on Cohen scale these indicate high levels. The research dealt with the set of variables (educational stage, specialization, study type, sample size, country), they all obtained a significant effect size (High level). The highest effect size registered for the previous research studies of (primary stage, general science, published research studies, medium sample size, Egypt). In light of the results, the study suggest to conduct future research studies define the effectiveness of constructive learning approach at the secondary school and undergraduate stage using a large sample, in various science courses, specifically earth and environmental Sciences.