Indicators and Development of Critical Thinking among High School Students in Jenin from the Perspective of Teachers

Abstract

The aim of this study is to identify the critical thinking of the secondary

school students at Jenin city schools as viewed by the teachers and their

efforts to develop it, in the light of various variables including: sex, years

of experience, number of relevant training courses attended, and identifying

whether there is a relationship between the degree of teachers’ development

of those indicators as well as their existence to the students.

To achieve these aims, the study adopted the descriptive approach

depending on a sample of teachers totaling (140) teachers of both sexes, in

collecting data used in a questionnaire which consists of (42) paragraphs

representing critical thinking indicators which underwent Validity and

Reliability tests obtaining Reliability degree of (0.91) .The sample members

were asked to answer in two dimensions the first of which dealt with the degree

of its existence in the students thinking while the second dimension dealt with

the degree to which teachers sought to develop thereof.After collecting and

analyzing the data, results showed the degree of critical thinking indicators

owned by students was medium (2.95) while the degree of teachers action

to develop it was high (3.94) .Results also showed there was no statistically

significant difference at (a≤0. 05) in the degree of teacher’s effort to develop

critical thinking indicators according to variables of sex, years of experience,

and number of relevant training courses attended.Results also show the

existence of a significant statistical relationship between the degree of the

teacher’s development of critical thinking and the student’s degree of having

them