Development Of Thinking Skills Research Articles

Nurse by numbers: The impact of early warning systems on nurses' higher-order thinking, a quantitative study.

To evaluate registered nurses' perceptions of whether the mandated use of the early warning system vital signs tool impacts the development of nurses' higher-order thinking skills. A concurrent mixed methods study design. Using an online survey, registered nurses' perceptions were elucidated on whether early warning system algorithmic tools affected the development of their higher-order thinking. Likert-type matrix questions with additional qualitative fields were used to obtain information on nurse's perceptions of the tool's usefulness, clinical confidence in using the tool, compliance with escalation protocols, work environment and perceived compliance barriers. Most of the 305 (91%) participants included in the analysis had more than 5 years of nursing experience. Most nurses supported the early warning tool and were happy to comply with escalation protocols if the early warning score concurred with their assessment of the patient (63.6%). When the score and the nurse's higher-order thinking did not align, some had the confidence to override the escalation protocol (40.0%), while others omitted (69.4%) or inaccurately documented vital signs (63.3%) to achieve the desired score. Very few nurses (3.6%) believe using early warning tools did not impede the development of higher-order thinking. Although experienced nurses appreciate the support of early warning tools, most value patient safety above the tools and rely on their higher-order thinking. The sustained development and use of nurses' higher-order thinking should be encouraged, possibly by adding a critical thinking criterion to existing algorithmic tools. The study has implications for all nurses who utilize algorithmic tools, such as early warning systems, in their practice. Relying heavily on algorithmic tools risks impeding the development of higher-order thinking. Most experienced nurses prioritize their higher-order thinking in decision-making but believe early warning tools can impede higher-order thinking. Registered nurses participated as survey respondents.

Analyzing Students’ Thinking in Mathematical Problem Solving Using Vygotskian Sociocultural Theory

Objective: This study aims to investigate students' thinking in solving mathematical problem solving (MPS) using the Vygotskian sociocultural theory (SCT) in the form of mathematical objects. Method: This qualitative study involved 34 high school students in Palembang, 20 female and 14 male students. Data were obtained from students' work and video recordings when students solved problems. The analysis of students' work was reviewed from the semiotic system to see the students' semiotics, including languages (natural and alphanumeric), concepts and propositions, procedures, and arguments. The video recordings were analyzed to assess communication and collaboration among students during problem-solving activities. Research Findings and Discussions: Analyzing students' work and video recordings revealed significant insights into their problem-solving strategies and sociocultural interactions. Through semiotic analysis, it was possible to observe how students expressed and communicated mathematical ideas. Moreover, examining video recordings elucidated communication and collaboration dynamics within the classroom context. These findings shed light on the effectiveness of integrating Mathematical Problem Solving (MPS) with Socio-Cultural Theory (SCT) principles in fostering algebraic thinking and enhancing students' mathematical abilities. Research Implication: The findings of this study hold implications for both research and practice in mathematics education. They provide valuable insights for designing instructional approaches that promote collaborative problem-solving and facilitate the development of algebraic thinking skills. Additionally, the application of Vygotskian SCT in mathematics classrooms offers a promising avenue for cultivating a supportive sociocultural environment conducive to learning. Originality/Value: This study contributes to the existing literature by offering a comprehensive exploration of MPS through the lens of Vygotskian SCT, mainly focusing on using mathematical objects as mediational tools. By examining students' semiotic systems and sociocultural interactions, this research enhances our understanding of the complex processes involved in mathematical problem-solving and underscores the importance of sociocultural factors in shaping students' mathematical experiences.

K-12 students' higher-order thinking skills: Conceptualization, components, and evaluation indicators

Higher-order thinking skills are essential for future citizens. Therefore, it is important to understand its conceptualization, components, and evaluation indicators. The aim of this study was to construct and validate a framework of indicators for evaluating higher-order thinking skills. We used a three-step mixed-method research design and collected expert opinions through a questionnaire. First, a literature review found that higher-order thinking skills include problem-solving, metacognitive, critical thinking, teamwork, and innovation development skills. Then, there was a general consensus among 11 evaluators regarding the conceptualization, components, and evaluation framework of higher-order thinking skills through two rounds of Delphi questionnaires. The framework for evaluating K-12 students' higher-order thinking skills includes five first-level indicators, 17 second-level indicators, and 55 third-level indicators. The results show that the indicator framework is scientific and reliable. In conclusion, this study not only proposes a compilation for evaluation indicators of K-12 students' higher-order thinking skills, but also provides support for the measurement and development of higher-order thinking skills.

Comparative Experiment of the Effects of Unplugged and Plugged-in Programming on Computational Thinking in Primary School Students: A Perspective of Multiple Influential Factors

Recently, the development of computational thinking (CT) skills has become widespread in the whole world. There is a consensus to develop students’ CT skills through unplugged and plugged-in programming. However, the choice of programming approaches taught in schools is arbitrary and few studies have compared the effectiveness differences between unplugged and plugged-in programming. This study aimed to explore the differences between unplugged and plugged-in programming in developing CT skills of students in Grades 1-2 students. It also explored the joint effects of students’ gender, programming experience, programming interest, and programming confidence with different programming approaches on CT skills. The quasi-experimental research approach was used to conduct 10 weeks of unplugged, plugged-in, and regular programming activities with 124 Grades 1-2 students. The results found that unplugged programming promoted CT skills more in the early primary grades than plugged-in programming. We found that boys and students with programming experience in unplugged group performed significantly better in CT skills than in plugged-in group. Moreover, the improvement of CT skills of students in unplugged group was positively correlated with the level of their programming interest and programming confidence. However, these were not observed in plugged-in group. The results of this study can provide precise guidance for teaching CT skills to early primary school students and provide references for CT education.

Approaches for sustainable professional skill development for vocational education students in Thailand

Background This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. Methodology The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. Results The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. Conclusion These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Computational Thinking with a Multi-literacy Model Using Interactive PowerPoint Media: An Experiment in Elementary Schools

Elementary school students need to acquire computational thinking as a crucial skill in the digital age. Similar to mathematical skills, computational thinking is a fundamental competence in digital literacy. It is used to solve problems in learning. One approach is to facilitate children’s learning by emphasizing computational thinking, such as using the multi-literacy model with interactive PowerPoint slides. This study aimed to assess and characterize the influence of multi-literacy models aided by interactive PowerPoint media on the development of computational thinking skills in elementary school students, considering their prior knowledge. Involving a total sample of 56 4th-grade elementary school students, this quantitative study employed a 3 x 2 factorial design. The sample included 14 students in the high group, 28 in the medium group, and 14 in the high group. The research revealed that the implementation of a multi-literacy learning approach, assisted by interactive PowerPoint media, significantly enhances student’s acquisition and improvement of computational thinking skills. This is because children can develop computational thinking skills in an enjoyable environment using PowerPoint media. Another study revealed that students in the high group performed much better on average when it came to learning computational thinking skills. Meanwhile, the average gain of computational thinking skills in the medium group was only slightly different from that of the low group. Keywords: computational thinking, multi-literacy model, interactive PowerPoint media

The impact of mandated use early warning system tools on the development of nurses' higher-order thinking: A systematic review.

Ascertain the impact of mandated use of early warning systems (EWSs) on the development of registered nurses' higher-order thinking. A systematic literature review was conducted, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and checklist (Page etal., 2021). CINAHL, Medline, Embase, PyscInfo. Eligible articles were quality appraised using the MMAT tool. Data extraction was conducted independently by four reviewers. Three investigators thematically analysed the data. Our review found that EWSs can support or suppress the development of nurses' higher-order thinking. EWS supports the development of higher-order thinking in two ways; by confirming nurses' subjective clinical assessment of patients and/or by providing a rationale for the escalation of care. Of note, more experienced nurses expressed their view that junior nurses are inhibited from developing effective higher-order thinking due to reliance on the tool. EWSs facilitate early identification of clinical deterioration in hospitalised patients. The impact of EWSs on the development of nurses' higher-order thinking is under-explored. We found that EWSs can support and suppress nurses' higher-order thinking. EWS as a supportive factor reinforces the development of nurses' heuristics, the mental shortcuts experienced clinicians call on when interpreting their subjective clinical assessment of patients. Conversely, EWS as a suppressive factor inhibits the development of nurses' higher-order thinking and heuristics, restricting the development of muscle memory regarding similar presentations they may encounter in the future. Clinicians' ability to refine and expand on their catalogue of heuristics is important as it endorses the future provision of safe and effective care for patients who present with similar physiological signs and symptoms. This research impacts health services and education providers as EWS and nurses' development of higher-order thinking skills are essential aspects of delivering safe, quality care. This is a systematic review, and therefore, comprises no contribution from patients or the public.

Critical Thinking Skills Development among Secondary School Students: An Analysis of Chemistry Textbook Grade X (2020)

The current study used qualitative analysis of the Chemistry textbook grade X through the facilitation of NVivo 12 software to analyze the textbook about critical thinking skills development. The textbook was selected through purposive sampling. The findings revealed that the textbook fostered critical thinking skills through several approaches relevant to chemistry concepts in to real-world, and their applications, asking open-ended questions, presenting merits and demerits of chemical processes, offering flow diagrams of industrial systems, comparing related concepts, and illustrating underlying chemical principles behind the phenomenon. The book urged students to apply chemistry principles critically in practical settings, evaluate them from different perspectives, rationalize complex processes thoroughly, and analyze their strengths and weaknesses in various approaches. Additionally, it invited them to discover the logic behind complex chemical systems and question what drives chemical behaviors at core levels. Moreover, explicit instruction on developing critical thinking skills should be better integrated into the curriculum with inquiry-based activities.

Education of Science for Preschool Children through Experiential Approach

Science education for preschool children through experiential approach is a highly feasible and promising topic in promoting the holistic development of children from their early years. Therefore, educating science through experience is an effective method to encourage curiosity and develop skills of preschool children. Preschoolers enjoy exploring and learning through experience. Experiential approach helps children understand natural phenomena around them in a natural and interesting way. This promotes the development of logical thinking, curiosity, and observation skills from an early age. The experiential approach allows children to engage with the real world, from observing natural events to practicing simple experiments. Research has established six steps for implementing effective science education for preschool children.

Exploring Students' Creative Thinking Skills When Learning Biology Through the Reading Concept Mapping Team Quiz (Remap-TQ)

A supportive learning model can influence the development of creative thinking skills. Remap-TQ is an acronym for a learning model with stages of reading, concept mapping, and Team Quiz (TQ). The steps of the Remap-TQ learning model are expected to train students’ creative thinking skills. The purpose of the study was to determine the contribution of Remap-TQ to students’ creative thinking skills in learning biology. This study was a quasi-experimental design with a pretest-posttest non-equivalent control group design. Participants involved in this research were science students from one state senior high school in Jember, East Java, Indonesia, who had been tested for equality. Respondents came from three randomly selected classes, totalling 105 students. The indicators of creative thinking measured are curiosity, fluency, originality, elaboration, flexibility, divergence, messines/risk-taking, and others. The results showed that the Remap-TQ model could improve students’ creative thinking more than the TQ model and conventional learning. The posttest mean value of learning with Remap-TQ is 85.89, compared to students taught by TQ of 78.64 and conventional learning of 68.03. The findings of this study can provide new references to educators regarding innovative learning models to develop students’ creative thinking skills in learning biology.
 Keywords: exploring, creative thinking, skills, biology, Remap-TQ

Evaluation of Critical Thinking Elements: A Qualitative Content Analysis of Physics Textbook Grade IX

Critical thinking skills are essential in the 21st century in all academic and overall life. This skill is among the 4Cs of the twenty-first century that enable learners to analyze information, argumentation evaluation, decision making, and problem-solving. The purpose of the current study is to analyze the 9th-grade physics textbook about the development of critical thinking skills among students. A purpose sampling technique was utilized to select the physics textbook. Nvivo 12 software was used as a facilitator to get the analysis of the document after importing it in PDF format through the qualitative content analysis method. Passages and activities regarding critical thinking skills development were identified. As per the analysis of the document, five aspects were extracted regarding the development of critical thinking skills, encouragement of inquiry-based tasks, promotion of application and problem-solving, development of analysis and evaluation, creative thinking, and connection of concepts towards real-life situations. There are different examples from the textbook that promote open-ended questions, practical problems, analysis, and creative exercises to challenge students to think critically with the application of their knowledge. Through engagement in inquiry-based activities, data analysis, problem-solving, evaluation, and creativity, the learners of the twenty-first century can develop the capability of critical thinking with innovation and logic.

Proses Pembelajaran Matematika Dalam Menggunakan Media Berhitung Pada Siswa Kelas 1 Sekolah Dasar Sebagai Peningkatan  Pemahaman Siswa

The purpose of writing this research is to find out that math learning has an important role in shaping students' understanding and numeracy skills. Teachers use various active learning strategies such as math games, math manipulatives, and creative projects to help students understand math concepts concretely. Students are also invited to see the connection between mathematics and daily life situations. This research uses a qualitative descriptive approach to explain the implementation of innovative learning in student character building in junior high school. The qualitative approach is used to describe naturally observed phenomena and to interpret the meaning behind them. The results of the study Mathematics is a fundamental branch of science, covering concepts such as numbers, counting, algebra, geometry, statistics, and calculus. Using symbols, formulas and rules, mathematics allows us to explain and model phenomena in a wide range of fields, from nature to science, technology and economics. More than just a tool for solving practical problems, math is also a means for the development of logical, analytical, and creative thinking skills.

An Investigation into Habits of Mind Prospective Teacher: Do They Have it?

Purpose: The purpose of this study is to obtain a profile of habits of mind among prospective teacher students in the PMIPA (Science, Mathematics, and Environmental Education) Department in Pontianak, Indonesia. Recognizing the importance of habits of mind in shaping learning outcomes and life skills, the research aims to assess the prevalence and distribution of self-regulation, critical thinking, and creative thinking among teacher education students.
  
 Methods: The research utilizes a quantitative descriptive approach, conducted across three study programs: Biology Education, Chemistry Education, and Mathematics Education. Purposive sampling is employed to select a sample of 100 prospective teacher students. Data collection involves the administration of a questionnaire comprising three aspects: self-regulation, critical thinking, and creative thinking. The collected data are analyzed using quantitative methods to provide a comprehensive understanding of the habits of mind among PMIPA students.
  
 Results and Discussion: The research findings reveal that the habits of mind among PMIPA students are generally categorized as good, with 84% exhibiting favorable habits. Among the three study programs, Biology Education students exhibit the highest percentage of favorable habits, followed by Chemistry Education and Mathematics Education. Self-regulation emerges as the predominant habitual component of the mind, followed by critical thinking, with creative thinking ranking lowest in prevalence. These findings suggest that while PMIPA students demonstrate strengths in self-regulation and critical thinking, there may be opportunities for further development of creative thinking skills.
  
 Implications of the Research: The results of this research hold significant implications for universities and lecturers involved in teacher education programs. By providing insights into the habits of mind prevalent among prospective teacher students, the findings can inform the design of appropriate teaching and learning strategies tailored to the needs and strengths of PMIPA students. Additionally, the research outcomes may contribute to the enhancement of teacher education curricula, emphasizing the cultivation of critical thinking and creative thinking skills alongside self-regulation.
  
 Originality/Value: This study contributes to the existing literature by offering a detailed examination of habits of mind among prospective teacher students in the PMIPA Department, particularly in the context of teacher education in Pontianak, Indonesia. By focusing on the components of self-regulation, critical thinking, and creative thinking, the research provides valuable insights into the cognitive and metacognitive skills prevalent among PMIPA students. The findings offer a basis for enhancing teacher education programs and fostering the development of well-rounded educators equipped with essential habits of mind for success in teaching and lifelong learning.

The use of information and communication technologies in the activities of children’s public associations of physical culture and sports orientation

Children’s public associations are an important social institution in Ukrainian society. One of the directions of their activity is the implementation of physical culture and health work. Such associations promote a healthy way of life, become centers for the child to gain experience in healthy and useful leisure time.
 In the conditions of martial law, the activities of a large number of activities of children’s public associations moved to the online space, which led to the search for new forms and methods of working with children and school youth.
 The relevance of the use of information technologies in the activities of children’s public sports associations is due to the rapid development of information and communication technologies in the educational process and the need for quick adaptability to the content of educational activities.
 The advantages of introducing information and communication technologies into the practice of activities of children’s public associations of physical culture and sports orientation are the expansion of methodological tools; use of various forms and methods of work; engaging in the active participation of members of children’s public associations who are outside the country or do not have the opportunity to attend classes offline; conducting online trainings, contests, competitions, quizzes; development of research activity, analytical and search thinking skills, intellectual and creative abilities in children and schoolchildren.
 The combination of traditional forms of work with information and communication technologies creates new opportunities for involving children and school youth to participate in children’s public organizations and associations of physical culture and sports focus in the online mode.

Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model

AbstractBackgroundA resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem‐solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage.ObjectiveThis study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage.MethodsThe qualitative study employed two data sources to triangulate findings, using: (1) semi‐structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing‐in‐action, reflection‐in‐action, and reflection‐on‐action.Results and ConclusionsThe findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age‐appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning.ImplicationsThe study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, age‐appropriate instructional method that avoids decontextualised teaching and surface‐based learning. Instead, it encourages collaborative student work and contextualised learning, steering away from isolated and generic approaches.

Psychometric properties of the Positive Thinking Skills Scale among undergraduate nursing students

Increasing the resilience of undergraduate nursing students is essential for the individual student's well-being and the healthcare system dealing with a looming nursing shortage. Undergraduate nursing students have reported that positive thinking and positive reframing are ways of coping with exposure to suffering, but measurement of these skills remains limited in this population. This is the first study to examine the psychometric properties of the Positive Thinking Skills Scale specifically in undergraduate nursing students and in a sample that includes students from both public and private universities. Internal consistency was demonstrated with a Cronbach's alpha of 0.824, convergent validity was demonstrated with correlations with measures of views of suffering and professional quality of life, and the one-factor structure was supported in a sample of 157 undergraduate nursing students. The Positive Thinking Skills Scale can be a useful tool to both assess and measure the development of positive thinking skills in undergraduate nursing students.

THE EFFECTIVENESS OF USING THE NEGOTIATION APPROACH IN ACHIEVING SOCIAL STUDIES AND DEVELOPING HISTORICAL THINKING SKILLS AMONG SEVENTH GRADE FEMALE STUDENTS

The study aimed to reveal the effectiveness of the use of the negotiating approach in obtaining social studies material and developing historical thinking skills. The researcher used the quasi-experimental approach, and a study sample which consisted of (53) students from the Seventh Grade students from Al-Rawda School for Basic Education in North Eastern Province in the Sultanate of Oman. The sample was divided into two groups: the experimental included (27) students and the control which included (26) students. The researcher used two tools to achieve the goals of the study: the achievement test and the test of historical thinking skills. The researcher verified the validity of these tools by presenting them to a group of arbitrators. The stability of tools were varied through the cronbach Alva laboratory, where it reached (0.75) for the achievement test, and (0.71) for the test of historical thinking skills., The study found that there are statistically significant differences at the level of significance (0.05 ≥α) between the mean female students ’grades in the achievement test and the post-historical thinking skills test for the benefit of the experimental group. This finding confirms the effectiveness of the negotiating approach in obtaining the subject of social studies and the development of historical thinking skills among students of the class Basic seventh. In light of this, the study recommended the need to take advantage of the negotiating approach in teaching subject studies, especially history teaching, and training social studies teachers on how to use the negotiating approach in teaching social studies

Comparative study of problem solving skill development features in Japanese and Indonesian high school physics textbooks

Despite both Japan and Indonesia incorporating critical thinking skill development into their educational curricula, Japanese students exhibit higher problem-solving abilities. To investigate the role of physics textbooks in nurturing problem-solving skills, a comparative and content analysis method was employed, focusing on two textbooks: The Basic Physics High School Textbook for Science by Sukenshuppan (JP-SKN) and Fisika 1 untuk Jurusan IPA by Tiga Serangkai (ID-TS). Foshay's teaching principles for problem-solving skills served as the analytical framework, consisting of 12 key points to identify problem-solving teaching features within the textbooks. Explicitly stated sub-chapters and consistently recurring implicit elements within each chapter were recognized as book features. The analysis revealed that JP-SKN encompasses a greater variety of problem-solving skill development features compared to ID-TS. While the quality of these features may differ, JP-SKN contains 16 book features aligned with problem-solving teaching principles, surpassing the 12 found in ID-TS. JP-SKN employs diverse approaches to foster problem-solving skills, including case studies, graphs, tables, illustrations, and interactive digital content. Its "Thinking Learning" feature (思考学習) encapsulates numerous problem-solving principles, providing instructions, structured problems, and encouraging the formulation of mental models for problem resolution. Conversely, ID-TS incorporates additional elements beyond problem-solving, such as promoting teamwork, scientific attitude, and offering numerous practice questions. These findings offer valuable insights and references for the development of learning resources that aim to promote critical thinking skills within Indonesia's new curriculum. Furthermore, they serve as a starting point for future research to explore how both countries interpret their respective curriculum mandates when designing representative textbooks, particularly concerning high school Physics subjects.

Estimating Computational Thinking Ability Using Tablets and Electronic Pens

This study proposes a method to estimate a computational thinking ability utilizing handwritten logs. The development of computational thinking skills to build a plan to organize solutions is crucial from an early age. The methods for cultivating these abilities in elementary education are still in the developmental stages. The proposed method analyzes hand-drawing logs obtained through tablets and electronic pens. Participants are assigned illustration tasks utilizing the layer functionality. The transition among layers objectively assesses whether individuals solve tasks in a perspective manner according to a plan. In an experiment involving 24 students and graduate students, an application with seven layers is employed to assign a 20-minute task of replicating a car illustration. From the results, it turns out we can estimate computational thinking abilities from hand-drawing logs. In addition to that, the results reveal the characteristic way of using and holding the pen that occurs when one has a planning perspective unique to computational thinking. This research promotes the ongoing exploration of methodologies for assessing computational thinking skills, particularly in the context of elementary education. It contributes to fostering computational thinking abilities in younger ages.

Analysis of Innovative Thinking Skills' Development Styles' for Secondary Stage Science Teachers in Ma'an Governorate

The study aimed to know the degree to which secondary school science teachers practice methods for developing innovative thinking skills (fluency, flexibility, and originality) among their students in Ma’an Governorate, Jordan. The researcher used the analytical descriptive approach to obtain information and answer the study questions. The study sample consisted of (274) male and female secondary stage science teachers from Ma'an Governorate. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool for the study, which consisted of (30) items distributed on three axes. The study found that the degree of practice of science teachers at the secondary stage of methods of developing creative thinking skills in the schools of Ma'an governorate came to a medium degree and that the highest percentage of teachers' practices was for the skill of fluency, and the lowest percentage of practice was for the skill of originality. Based on these results, the study recommended the necessity of directing science teachers in secondary schools to pay attention to the development of innovative thinking skills, especially the skill of originality.