عنوان المقال عربي
الممارسات التأملية وعلاقتها بالتفكير التقييمي لدى معلمي التاريخ في المرحلة المتوسطة
Abstract
The current research aims to identify the "reflective practices of historical teachers and its relationship to evaluative thinking." The researcher relied on the descriptive relational approach. Teacher and school, and the researcher adopted the reflective scale, which consisted of (40) items, and put five alternatives to answer in front of each paragraph, which are (apply to me completely, apply to me often, apply to me sometimes, apply to me rarely, do not apply to me at all), and the second tool is the measure of thinking The evaluation and the number of its paragraphs reached (40) five-graded paragraphs (often, always, sometimes, rarely, never), and the validity of the two tools was Verified by submitting them to experts specialized in the methods of teaching sociology, measurement and evaluation. It reached (0.84) for reflective practices, and (0.88) for evaluative thinking. The researcher relied on the statistical bag for social
Keywords
Evaluative thinking.appropriate. statistica
Recommended Citation
al -Naieli, Alaa Hameed Mohsen
(2025)
"Reflective practices and their relationship to evaluative thinking among history teachers in the middle school,"
Uruk for Humanities: Vol. 17:
Iss.
2, Article 10.
Available at:
https://muthuruk.mu.edu.iq/journal/vol17/iss2/10
