The degree of practicing high-order thinking skills in the teaching performance of intermediate science teachers from their point of view in the city of Bisha

Authors

1 College of Education, University of Bisha, Saudi Arabia

2 Science Department (Chemistry), College of Education - King Khalid University - Kingdom of Saudi Arabia - Intermediate Science Teacher

Abstract

The study aimed to identify the degree of practicing high-ranking thinking skills in the teaching performance of middle school science teachers from their point of view in the city of Bisha.

The study achieved several results, the most important of which is the degree of practicing high-ranking thinking skills in the teaching performance of science teachers in the intermediate stage from their point of view in the city of Bisha. It also resulted in the absence of statistically significant differences at the level of significance (α ≤ 0.05) between the average responses of science teachers for the intermediate stage in Bisha about the degree of their practice of high rank thinking skills in teaching performance due to the two variables (educational qualification, number of years of experience).

key words:

High-ranking thinking skills, science teachers, middle school, teaching performance



The study aimed to identify the degree of practicing high-ranking thinking skills in the teaching performance of middle school science teachers from their point of view in the city of Bisha.

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