The Impact of Meta-Cognitive Teaching Strategy on the Improvement of the Contemplative Thinking Skills
Jamal Al-Khaldi, Mohammed Awamreh

Abstract
This study aims at building a meta-cognitive teaching strategy in Islamic Education courses, and measuring its effect on the improvement of contemplative thinking skills among 8th grade students in Jordan. The study sample comprised a control group which consisted of 31 students, and an experimental group that included (30) students. The questionnaire that was used to measure the contemplative thinking skills consisted of (36) articles, distributed over four topics. The results of the study indicated that there was a significant effect of the meta-cognitive teaching strategy on the improvement of contemplative thinking skills, in favor of the experimental group students, in comparison with the control group students.

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