درجة ممارسة معلمي العلوم في الصفوف الأساسية العليا لمهارات التفكير فوق المعرفي في محافظة الزرقاء
The study aims to reveal the degree of practice of meta-cognitive thinking skills by science teachers for the upper basic grades and its relationship to the variables (sex, educational qualification, and experience). To achieve the objectives of the study, the researcher developed the observation card, which included (31) items distributed on three dimensions: planning, which included (9) items, follow-up, which included (9) items, and evaluation, which included (13) items. The study sample consisted of (51) science teachers for grades (seventh, eighth, ninth and tenth) in public schools in Zarqa Governorate in Jordan, The results showed that: 1) The degree of science teachers’ practice of meta-cognitive thinking skills for the upper basic classes was medium, as the arithmetic mean was (2.94), the arithmetic mean for the planning dimension was (2.86) with medium degree, for the follow-up dimension (2.94) with medium degree, and for the evaluation dimension (2.99) with medium degree , 2) There was no statistically significant difference. In the degree of practicing meta-cognitive thinking skills due to gender, educational qualification, and years of experience, the researcher recommended conducting studies about the meta-cognitive thinking skills level among science teachers in basic and secondary classes, and among teachers of other subjects. (Author’s abstract)