شبكة المعلومات العربية التربوية

The study aimed to identify the level of reflective thinking among a sample of gifted students in light of some demographic variables, represented in (sex, school stage). The study sample consisted of (128) talented students (male and female) enrolled in gifted inclusive and independent schools including public and private intermediate and high schools in Jeddah. To achieve the objectives of the study, Kember et al. (2000) reflective thinking scale (RTQ) was used to determine the levels of reflective thinking, following the confirmation of validity and reliability factors. The results showed statistically significant differences in the levels of reflective thinking where the level of understanding ranked first with the highest mean, while the critical reflection came in the last place. The study findings also showed differences between the gifted students on dimensions of reflective thinking scale due to the impact of school stage (intermediate / secondary) in all components as well as in the total score with the exception of normal work. The differences were in favor of the secondary school, besides differences attributable to the impact of educational stage (intermediate / secondary school) in all components and in the total score with the exception of understanding, and reflection. Such differences were in favor of males. The researcher stresses the importance of paying attention to the reflective thinking as mental habit and preferably include it in curriculum as well as in enrichment programs of gifted schools. (Published abstract)