شبكة المعلومات العربية التربوية

This study aimed at identifying the level of practicing metacognitive thinking skills in teaching scientific concepts amongst the science teachers .The study also focused on analyzing the effect of the science teachers instructional experience, gender and their interaction on the level of practicing metacognitive skills. To achieve the study purposes, a questionnaire consisted of (26) skills was developed. The items of the questionnaire were distributed into three fields: planning, controlling and evaluating. The validity and reliability of the instrument were verified. The questionnaire was administered to the sample of the study, which consisted of 142 science teachers in Amman directorate (69 males and 73 females) during the scholastic year 2010/2011. The data was analyzed using the SPSS program, using means, standard deviation and two way ANOVA techniques. The study revealed that the level of practicing metacognitive skills in teaching scientific concepts amongst the sample was moderate in general. Also, the results revealed that the study subject reported high practice level for 12 metacognitive skills, moderate practice level for 14 skills in the study instrument. The level of practicing metacognitive skills in teaching scientific concepts amongst the sample did not vary according to instructional experience level, gender and their interaction. Some obstacles of practicing metacognitive skills were reported. According to these results, some recommendations were offered. (Published Abstract)