مدى استخدام معلمات العلوم مهارات التفكير ما و راء المعرفي في التدريس

Abstract EN

The current research aimed to identify the extent to which female science teachers' use of metacognitive thinking skills while teaching a science course, as well as revealing individual differences in the extent to which they use of metacognitive thinking skills according to academic qualifications and teaching experience.

To achieve these goals, the research used the descriptive survey method, and its sample consisted of (420) female science teachers in Riyadh who were chosen by random method.

A measure of female science teachers' use of metacognitive thinking skills was applied to them, and the research concluded a set of results, the most important of which are: The female science teachers in general education in Riyadh use the planning skill as one of the metacognitive thinking skills to a high degree, while they use the monitoring and control skill at a medium degree, as well as they use the assessment skill at a medium degree during teaching.

The results also found that there were no statistically significant differences in the degree of female science teachers' use of all metacognitive skills (planning, monitoring and control, assessment, and the total degree of metacognitive thinking skills) due to the variables of academic qualification and teaching experience.