English abstract
This study aimed to identifying the degree of which Islamic studies
teachers for post-basic education in the Sultanate of Oman, practice
reflective thinking skills in teaching. A descriptive analytical method was
used in the study. Its sample consisted of (16) of eleventh grade teachers
from AL- Seeb and Bousher in the governorate of Muscat. To achieve the
objectives of the study, a classroom note card was used which is consisting
of (18) phrases distributed in five skills of reflective thinking and that after
verifying their validity by the judges and verifying their consistency with
double observation. The Pearson correlation coefficient between the
application of the two observations was (0.766), and the stability of the
internal consistency of Cronbach Alpha for the card was (0.968). In order to
answer the two questions of the study, means and standard deviations were
calculated, and one sample t-test was used for one sample. The results of the
study showed the following: Islamic Studies teachers for post-basic
education practice a high degree reflective thinking skills in teaching. There
are statistically significant differences between teachers' application of all
skills except the reaching conclusions skill, as there are no differences
appeared between teachers' application to this skill, while the highest
difference between them was in the skill of giving convincing explanations,
followed by the skill of detecting fallacies, then the skill of visual vision,
however, the skill of developing suggested solutions came with the least
variation in the percentage of differences between the teachers' application
of the skills. The study presented a set of recommendations in light of the
study's results, the most important of which are: organizing educational
workshops that aim to provide teachers with some methods of developing
reflective thinking skills and in addition to training them on the latest
strategies which are based on teaching them different thinking styles,
especially critical thinking and self-thinking, as they represent the highest
levels of contemplative thinking.
