فاعلية التدريس عبر منصة google meet الافتراضية باستخدام نموذجين قائمين على نظرية مابعد البنائية في تنمية مهارات التفكير ما وراء المعرفي والتفكير القائم على الحكمة لدى الطلبة المعلمين
The research aimed to identify the effectiveness of teaching via the Google Meet virtual platform using two models based on beyond constructivism theory in developing of metacognitive thinking skills and the thinking based on wisdom for student teachers in the second year specializing in chemistry and physics at Rustaq College of Education, University of Technology and Applied Sciences. The research reached to several results, the most important of which are: There were statistically significant differences at the level (0.05) between the mean scores of student teachers for the three groups (the first experimental, the second experimental and the control) in the post-measurement to test metacognitive thinking skills in favor of the two experimental groups, there were statistically significant differences at the level (0.05) between the mean scores of student-teachers of the three groups (the first experimental, the second experimental and the control one) in the post-measurement of the thinking based on wisdom scale in favor of the two experimental groups, in some dimensions of the thinking based on wisdom represented in (emotion management, Altruism, inspirational participation, judgment, life skills, and the total degree of wisdom-based thinking) while there were no significant differences at the level (0.05) for some dimensions of the thinking based on wisdom represented in (self-knowledge, life knowledge, willingness to learn) , there were no statistically significant differences at the level (0.05) between the mean scores of the first experimental groups (which were taught using the allosteric learning model) and the second experimental (which were taught using the progressive inquiry model) in the post-measurement of each of the metacognitive thinking skills test and the scale of the thinking tased on wisdom as well as the effectiveness of teaching via the Google Meet virtual platform using both the models of the allosteric learning model and the progressive inquiry in developing of metacognitive thinking skills and the thinking based on wisdom for student teachers in the second year specializing in chemistry and physics at Rustaq College of Education, University of Technology and Applied Sciences. (Published abstract)