استراتيجية مقترحة في تدريس الفيزياء قائمة على التعلم المنظم ذاتيا و أثرها في تنمية الكفاءة الذاتية و مهارات التفكير ما وراء المعرفي لدى طلاب المرحلة الثانوية

الملخص EN

This research aimed to design a proposed strategy in teaching physics based on self-regulated learning and its effect on the development of self-efficacy and metacognitive thinking skills among secondary stage students.

To achieve this goal, the researcher used the descriptive and semi-experimental methods, prepared a metacognitive thinking skills test (planning skill - observation and control skill - evaluation skill), designed a scale of self-efficacy, including aspects of general self-efficacy, social self-efficacy, and self-efficacy in the study and achievement of physics, and pre\post applied them.

The research sample was chosen randomly, consisting of (61) students of the sixth level students in the secondary stage (courses system), the course of natural sciences in the education office in Sabya, in two different schools.

They were divided into two equivalent groups: one experimental studied the chapters of magnetism and electromagnetic and electromagnetic induction, using the proposed strategy based on self-regulated learning, and the control group studied the same chapters in the usual way, during the first semester of the academic year 1439/1440 AH.

The results of the research resulted in the presence of statistically significant differences at the level (0.05) between the mean scores of the experimental and control groups, in the post-application of the test of metacognitive thinking skills, and the measure of self-efficacy, in favor of the experimental group students, which shows the positive effect of teaching physics using the proposed strategy based on self-regulated learning, and its effect on the development of self-efficacy skills and metacognitive thinking, among the sixth level students in the secondary stage (courses system), the course of natural sciences, and in light of these results some recommendations and Suggestions were presented.