The extent to which the physics teachers of the preparatory stage are familiar with metacognitive skills

Abstract

The present research aims at: - Knowing the extent that the preparatory school teachers are familiar with metacognitive skills. To achieve the goal of the research, the researchers used the descriptive approach, as he prepared a measure of metacognitive skills to know the extent to which physics teachers are familiar with them by reviewing the literature, research and previous studies related to metacognition skills, and the scale was presented to a group of expert arbitrators to achieve the apparent validity of the scale and then make sure From the clarity of the paragraphs of the scale and the extraction of the psychometric characteristics of the scale, and thus the scale consisted of (72) items distributed over two areas. The first area of knowledge about knowledge includes skill (declarative knowledge, procedural knowledge, conditional knowledge), while the second area is organizing knowledge (self-management of knowledge) and includes skill (Planning, Organization, Evaluation), then the scale was applied to the research sample consisting of (120) female and male teachers from the middle school teachers who were randomly selected from the schools affiliated to the Directorate of Education in Babil Governorate, and the results showed using the percentage and equation Chi-square, t-test equation for two equal independent samples, Pearson correlation coefficient, Spearman-Brown correlation coefficient, Cronbach's alpha equation, and the test equation T-RT for one sample and the program (Microsoft excel) the following: - - The level of knowledge of preparatory school physics teachers in metacognition skills is less than the required sufficiency limit, which is 80% (as determined by experts and arbitrators) of the total score of the metacognitive skills scale In light of these results, the researchers reached a number of recommendations and suggestions. Keywords/ familiarity, metacognition skills.