عنوان مقاله [English]
In this study, the effect of constructivism-based teaching method and the role of teachers’ experience and qualification on the performance of students were investigated. For this purpose the quasi-experimental research method was used. The research population included 4th grade students and teachers in Tehran’s public schools at the academic year 2008-2009. Using stratified random sampling method, 5th Educational district of Tehran was selected, from which 8 primary schools randomly were chosen. These 8 schools were divided into four experimental and four control groups. Then, from each experimental and control schools, 8 classes were chosen randomly. In the experimental group, teachers utilized constructivism-based teaching method for instructing the magnetic subject of 4th grade primary school textbook in three sessions. The performance of students in the experimental and control groups were compared using the same test. The results showed that there is a significant difference between the mean scores of the two groups, so that the experimental groups’ performance was better than the control groups. Students gender had significant impact on mean scores of the experimental and control groups, and there was a significant interaction between the group and gender variables. Teachers’ experience had no significant effect on students’ mean scores, but there was a significant interaction between teachers’ experience and the group variables. Teachers’ qualification had no significant effect on the mean scores; and there was no significant interaction between group and qualification of teachers variables.