This study aimed at identifying the pedagogy of error and its relevance to the problem solving strategy carried out by primary school (Females) teachers working at private schools in Jordan according to two variables: age and years of experience. To conduct the study, the descriptive correlative method was employed, and a random study sample was selected from primary school teachers of private schools in the University district in the capital city, Amman.
was selected (131) teachers randomly out of the study population of (1593) for school year 2018 - 2019. The researcher used a questionnaire on the observation of the pedagogy of error as the study tool (Bosaud, 2017).
The scale of Heppner was also used to solve the problem (Heppner, Peterson, 1982). The researcher verified their psychometric characteristics before conducting the study during the second semester of 2018-2019. Proper statistical methods were used to answer the study questions
The results of the study show that there is a significant use of the pedagogy of error and problem solving strategy by primary school teachers in private schools. The results also indicate a significant statistical relationship between pedagogy of error and problem solving strategies occurrences, however, there is not a significant statistical difference in the use of pedagogy of error by primary teachers due to the variables of age and years of experience.
محمد ذكى الدجانى, نسرين
"بيداغوجيا الخطأ وعلاقتها بإستراتيجية حل المشكلات لدى معلمات الصفوف الأساسية في المدارس الخاصة في الأردن,"
Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط: Vol. 36
, Article 14.
Available at: https://digitalcommons.aaru.edu.jo/jfe_au/vol36/iss5/14