أثر استخدام القراءة الناقدة في تنمية التفكير ما وراء المعرفي لدى تلاميذ السنة الرابعة من التعليم المتوسط

Abstract EN

This study aimed to identify the effect of using critical reading in developing metacognitive thinking for fourth graders of intermediate education.

and verify whether there are statistically significant differences between the pre-measurement of the level of metacognitive thinking and the subsequent measurement of the level of metacognitive thinking among students of the fourth year of intermediate education, in addition to knowing if there are statistically significant differences in the level of metacognitive thinking due to the gender variable ; the study sample consisted of (89), this study relied on the experimental method and the design of one group as a method of study, the study resulted in the following results : -there are statistically significant differences between the initial measurement of the degree of metacognitive thinking and the posterior measurement of the degree of metacognitive think in for the fourth graders of intermediate education -there are no statistically significant differences in the level of metacognitive thinking due to gender (male-female) ..