درجة ممارسة معلمي العلوم في المرحلة الأساسية لمهارات التفكير التأملي في الأردن
This study aimed to identify the degree to which science teachers in the basic stage practice reflective thinking skills in Jordan, and this study also sought to reveal the degree to which science teachers in the basic stage in the Capital Governorate practice reflective thinking skills according to gender, academic qualification and experience. The researcher prepared a questionnaire, where the study sample consisted of (150) male and female teachers in the Fourth Amman Directorate, Marka District. The results of the study showed that the arithmetic averages of the degree of science teachers’ practice in the basic stage of reflective thinking skills in Jordan are generally at a high degree in the light of the fields, and there were no statistically significant differences at the significance level (α = 0.05) in all sub-dimensions of the science teachers’ practice degree. In the basic stage of reflective thinking skills in Jordan, it is attributed to gender, level of experience, and educational level. The study recommended the necessity of encouraging science teachers to practice reflective thinking skills in science teaching. (Author’s abstract)