The reality of practicing some Reflection tools among students of science teachers at Sultan Qaboos University

Abstract

The current study aimed to reveal the extent of the use of reflective practices tools among undergraduate students from the science curriculum majors at the College of Education at Sultan Qaboos University. To achieve the objective of the study, the quantitative approach was used to answer the main question: What is the degree of use of reflective practice tools among undergraduate students from the science curriculum majors at the College of Education at Sultan Qaboos University? An electronic questionnaire prepared by the researcher was applied to determine the degree of practice (high - medium - weak - non-existent) for several reflection tools, namely: action research, portfolio, reflective reports, self-assessment of performance, listening thinking, peer observation, ideas record, and learning groups. The study sample consisted of (58) undergraduate students from the science curriculum majors at the College of Education at Sultan Qaboos University, (48) of them were female, and (10) were male. The results of the study showed that the average total score of student-teacher responses about the degree of their practice of reflection tools was (1.79) with a standard deviation of (1.00) and a weak practice degree, and the averages of the degree of practicing most of the tools were at a weak degree except for three of them were at a medium degree. The study recommended the necessity of including reflective practices in teacher preparation courses in various disciplines and employing these reflective practices within assessment methods in teacher preparation programs.