التفكير المغاير للحقيقة وعلاقته بعقلية الأنماء لدى مدرسي علم الأحياء المرحلة الإعدادية
The research aimed to 1) Measure the level of distortionary thinking among intermediate school biology teachers. 2) Measure the level of developmental mindset among intermediate school biology teachers. 3) The relationship between deviant thinking and the developmental mindset of middle school biology teachers? To achieve the first objective: The researcher developed a scale for deviant thinking, consisting of (20) items distributed across four domains: (ascending deviant thinking, descending deviant thinking, incremental deviant thinking, and elimination deviant thinking), with (5) items for each domain. To verify face validity, it was presented to a group of expert judges in science teaching methods, measurement, and evaluation. The researcher also calculated reliability using Cronbach's alpha coefficient, which reached (0.88). Thus, the scale became ready for application and consists of (20) items distributed across the four domains. The scale was applied to the main research sample consisting of (100) teachers, who were randomly selected from the research population. To achieve the second objective, the researcher developed a growth mindset scale consisting of (20) items distributed across five domains: belief in the possibility of developing abilities, perseverance in facing challenges, learning from mistakes, and openness to learning and professional development. Five items were allocated to each domain. To verify face validity, the scale was presented to a panel of expert judges specializing in science teaching methods, measurement, and evaluation. The researcher also calculated reliability using Cronbach's alpha coefficient, which yielded a value of (0.86). Thus, the scale, consisting of (20) items distributed across the four domains, was ready for application. The scale was administered to the main research sample of (100) teachers, randomly selected from the research population. To achieve the third objective, the researcher measured the relationship between deviant thinking and regarding the developmental mindset among the research sample of (100) teachers, the researcher adopted Pearson's correlation coefficient for simple linear correlation. The correlation coefficient value reached (0.785). To reveal the statistical significance of the correlation coefficient, the corresponding value was calculated as (12.54), which is greater than the critical value (1.66) and is significant at a significance level of (0.05) and degrees of freedom of (98). This means that the relationship between deviant thinking and the developmental mindset is a strong, positive one. In light of the results of his research, the researcher made several recommendations, including holding training courses and workshops for teachers aimed at developing deviant thinking skills and linking them to the developmental mindset within the classroom. The researcher also proposed several suggestions, including: designing a training program focused on developing non-conformist thinking and measuring its impact on fostering a growth mindset among teachers. (Published abstract)