درجة امتلاك معلمي العلوم للمرحلة الأساسية العليا لمهارات التفكير الناقد في المفرق
This study aims at identifying the degree of possessing critical thinking skills by the teachers of science for high basic stage in Al Mafraq city. The population of the study consists of all the teachers of science (totaling 300) for high basic stage in the schools of Al Mafraq city during the first semester of the educational year 2015-2016. The sample of the study consists of 150 teachers who were selected randomly. The researcher used the descriptive survey approach to achieve the objectives of the study by developing the instrument of the study (a questionnaire). The questionnaire consists of 53 items. It is divided into five groups. Each group measures one of the critical thinking skills as the following; 12 items for analytical skill, 10 items for induction skill, 8 items for interpretation skill, 12 items for deduction skill, and 11 items for evaluation skill. The validity and reliability of the instrument was ascertained by the researcher. The result of the study show that the degree of having critical thinking skills by high basic stage science teachers in Al- Mafraq from the point of view of teachers was in high level, where the induction skill came in the first and the evaluation skill came at last. The results of the study show that there are no statistically significant differences due to the impact of gender. Furthermore, it shows no statistically significant differences due to the impact of scientific qualification in all areas except for the skill of induction where the difference is for those who have postgraduate degrees. The results also show statistically significant differences due to the impact of experience all areas where the difference is for those who have experience of five years and less. According to the results of the study, the researcher presents a number of recommendations and suggestions. Among of them is that the teacher should pay more attention to the skills of critical thinking. Also, more critical thinking skills should be included in the curriculum of science in schools. (Author’s abstract)