إشتمال كتب العلوم الحياتية للصفين التاسع والعاشر الأساسيين في الأردن على عادات العقل ودرجة امتلاك وممارسة معلمي العلوم لها في ضوء بعض المتغيرات
his study aimed at detecting the degree to which biology textbooks for 9th and 10th grades in Jordan included the habits of mind according to project (2061), and to determine the degree to which science teachers' acquisition and practicing them, and the correlation between science teacher's degree of acquisition and their degree of practicing these habits of mind. To achieve these aims, the researcher used the descriptive and content analysis methods, two tools were developed: First tool, a content analysis for the analysis of the five main habits of mind that emerged from the AAAS Project (2061): "Values and attitudes", "computation and estimation", "manipulation and observation", "communication skills", and "critical response skills", Second tool, a questionnaire consisting of (31) common paragraph to determine the degree to which science teachers' acquisition and practicing habits of mind. First sample of the study was the population itself: Biology textbooks for 9th and 10th grades, Second sample was also the population itself: All science teachers (biology, physics, chemistry, earth sciences, and general sciences) in the public schools of the Directorate of Education of the Northern Al-Mazar, totaling (129) male and female teachers. The results showed imbalance in the inclusion of habits of mind in both of the biology textbooks: The "communication skills" responded by a high percentage, "values and attitudes" by a moderate percentage, "manipulation and observation" by a low percentage, "critical response skills" by a low percentage, "calculation and appreciation" by a low percentage. The results also showed that the study sample reported high degree of acquisition of habits of mind, no statistically significant differences (α = 0.05) in all domains of habits of mind except the domain of "values and attitudes" according to gender and for the benefit of males, no statistically significant differences (α = 0.05) in all domains of habits of mind except the domain of "values and attitudes" and "manipulation and observation" according to the variable of scientific qualification and for the benefit of high qualifications, and no statistically significant differences (α = 0.05) in all domains of habits of mind according to the variable of teaching experience. The results also showed that the study sample reported high degree of practicing of habits of mind, no statistically significant differences (α = 0.05) in all domains of habits of mind except in the domain of "values and attitudes" according to the gender and for the benefit of males, and no statistically significant differences (α = 0.05) in all domains of habits of mind according to the variable of scientific qualification and teaching experience. The results indicated that there is a positive and strong correlation between the degree to which science teachers acquisition habits of mind as a whole and the degree to which they are practicing them, the correlation coefficient between them was (0.876). (Author’s abstract)