Reflective thinking and its relationship to deep understanding skills among social studies teachers

Abstract

The researcher aims to understand reflective thinking and its relationship to deep understanding skills among social studies teachers. The research sample consisted of (80) male and female social studies teachers at the intermediate and preparatory levels in the Dhi Qar Education Directorate/Al-Rifai Education Department. To achieve the research objectives, two scales were prepared. The first, reflective thinking skills, consists of (30) items divided into five areas, each with (6) items. The second, deep understanding skills, consists of (28) items divided into four areas, each with (7) items. Their validity and reliability were verified. To achieve the research objectives, the descriptive correlational approach was used. The research population consists of social studies teachers in intermediate and preparatory daytime government schools for the academic year (2024-2025 AD), second semester. They constituted (27%) of the research population. The research results showed that the practice of reflective thinking and deep understanding skills among social studies teachers was average, while reflective thinking and its relationship to deep understanding skills at the intermediate and preparatory levels were moderate. On both scales, the scores were within high levels. The results also showed statistically significant differences in the domains of both instruments, with a positive correlation between them