حل المشكلات المدعوم بالتدريس التأملي لتنمية مهارات التفكير الناقد و التحصيل في الكيمياء لدى طلاب المرحلة الثانوية بمدارس اللغات

Abstract EN

The research aimed at determining the role of problem-solving supported by reflective teaching in developing both achievement at levels of (recalling - comprehension - apply - analyze - synthesis - evaluation), and critical thinking that includes five skills (interpretation - inference - detection of logical fallacies - recognition of assumptions - deduction).

To achieve that, the experimental method with a quasi-experimental design and descriptive analytical method were used, the research tools represented in the achievement test, critical thinking test, and the teacher's self-reports were prepared, in addition to the experimental treatment tools represented in the teacher's guide and the student's activity book.

these tools were applied on a sample of (60) students of the 1^st grade of secondary school students distributed into two schools of Educational Talkha district at Dakahlia Governorate, however (30) students for the experimental group at Mansoura College Language School, and (30) students for the control group at Talkha distinguished language School (2), The results showed that there is a statistically significant difference in favor of the experimental group in both achievement and critical thinking, and self-reports improved the teacher's teaching practices in the classroom.

So, these results indicated the effectiveness of problem solving supported by reflective teaching in developing achievement and critical thinking skills.