فاعلية استراتيجية ما وراء المعرفة في تنمية الاستدلال العلمي و الكفاءة الذاتية و مهارة اتخاذ القرار في تدريس العلوم لدى الطلبة المعلمين

الملخص EN

The current research aimed at investigating the effectiveness of a Meta cognitive strategy on developing scientific reasoning, self efficacy and decision making skills in teaching science among science student- teachers.

Science teaching strategies course 2 prescribed for science majors at Al-Aqsa University was selected for experimentation.

The researcher selected two sections: one as experimental (n = 48) and the other as control group (n = 53).

The researcher designed three instruments: a 24- multiple choice questions of scientific reasoning test; a 48- item self-efficacy in science teaching scale, and a 30-questions decision-making in science teaching test.

The validity of the scientific reasoning test was ensured via referees' validity and its reliability through split-half method (0.87) Reliability was ensured via computing alpha Cranach (0.82) and split half method (0.90) the decision-making test was 0.81.

Before the start of the experiment, the three instruments were administered to the groups, and the means, standard deviations, t- test for two independent samples were computed.

The findings showed that: there were statistically significant differences (p < 0.01) in favor of the experimental group in self-efficacy and decision making, whereas no statistically significant differences were observed in scientific reasoning.

The researcher recommended using the Meta cognitive strategy in University instruction and decreasing verbal teaching strategies.