Abstract:
This study aimed to detect effectiveness of Science Education Enhancement and Development (SEED) in science teachers’ performance in Jordan, in the light of the main concepts and ideas of the theory of constructivism and science processes. The study was applied to a purposive sample composed of (45) teachers participated in the training session on the project (SEED), in the banner of Ramtha and Mafraq in the second semester of 2012/2013 academic year. Two scaled checklists were used to monitor the performance of science teachers in the classroom: the first is to measure implementing principles of constructivism, and the other is to measure teachers’ guidance implementation to students towards science processes. Results showed that the degree of implementing principles of constructivism was medium, as well as teachers’ guidance implementation to students towards science processes was also medium, while it was low for the integrated processes. The study recommended that teachers of science must deal more with implementing principles of constructivism and science processes in the classroom, and necessity to develop plans for teacher preparation before and during service to assert constructivism in both theory and application.
