برنامج تدريبي مقترح قائم على نظرية ما وراء المعرفة لتنمية مهارات التدريس ما وراء المعرفي لدى معلمات العلوم بالمرحلة المتوسطة
This paper aims to examine the impact of a proposed training program based on the theory of metacognition to develop metacognitive teaching skills for middle school science teachers. To achieve this objective, the researcher identified the unavailable training needs according to the metacognitive theory to develop the metacognitive teaching skills necessary for science teachers at the intermediate stage, and then prepared the training program based on the metacognitive theory, in addition to the design of the two research tools; note card, as well as the cognitive test. The descriptive and experimental methods were used. The research sample consisted of (15) middle school science teachers in the city of Abha who were selected according to focus groups. The results showed that that there were statistically significant differences at the level (0.05) between the mean scores of middle school science teachers in the pre and post measurement of the observation card as well as the cognitive test, in favor of the post measurement. In the light of these conclusions: the researcher introduced some recommendations, most notably: taking advantage of the proposed training program based on the theory of metacognition to develop metacognitive teaching skills for female science teachers at the intermediate stage. (Published abstract)