reflective thinking

This study examines the interaction between Positive Orientation (PO), mindfulness, and Reflective Thinking (RT) among Iranian EFL (English as a foreign language) learners. Two hundred fifty-four EFL students comprised the sample, and three questionnaires were used as the survey tools: 1) Langer Mindfulness Scale (LMS) 2) Reflective thinking questionnaire (RTQ) 3) Positivity Scale (PS). Fourteen questions comprising the LMS evaluate the three components of novelty seeking, novelty producing, and engagement. Sixteen items that evaluated four different types of reflective thinking—habitual activity, comprehension, reflection, and critical reflection—made up the RTQ.The eight-item positivity scalewas used to measure positive orientation. Structural equation modelling (SEM) was used to ascertain how EFL learners' mindfulness, PO, and RT interacted. The findings indicated that positive orientation considerably and positively enhanced mindfulness. One of the three mindfulness subscales, novelty production, in particular, showed the strongest correlation. Understanding, reflection, and critical reflection among the four characteristics of RT were all positively predicted by mindfulness, and the highest influence was exerted on reflection. Moreover, the second sub-construct of mindfulness, novelty seeking, was found have the highest correlation with RT. The findings also showed that reflection and PO displayed the strongest link.

Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore different aspects of teachers' reflective teaching at school.

This study was conducted using Qualitative approach and Meta-Synthesis method. In the Meta-Synthesis, the seven-step method of Sandeliski and Barroso (2006) was used, which includes some processes like; setting research questions, systematic review, finding out and selecting basics, extracting and analyzing findings, analysis and synthesis, quality control and presenting meta-synthesis.

The research findings showed reflective teaching mainly has three aspects. One of them is the various dimensions of reflective teaching, including reflection before the act of teaching, during the teaching, and after the teaching. The second aspect refers to reflective teaching strategies like; observing own self-performance of teaching, students' feedback, action research, journalling, using portfolio, and collaboration with colleagues in teaching. The third and last aspect is related to the requirements of reflective teaching, which is included professional, personal, and socio-cultural factors.

The meta-Synthesis showed that teachers' reflective teaching in school is a complex and multi-dimensional practice. Teachers' reflection in reflective teaching is not limited to reflection before teaching, they reflect on the teaching and learning process during and after teaching. By using different strategies, teachers look at teaching and learning from different perspectives, including themselves, students, and colleagues. Of course, reflective teaching of teachers in school needs requirements such as personality factors, professional factors, and socio-cultural factors. For reflective teaching, teachers must have unique personality traits such as patience, criticism, and flexibility. Professional factors related to teachers' reflective teaching also include things such as how to face teaching and learning issues, providing learning opportunities, and how to communicate with students. Socio-cultural factors are another requirement of reflective teaching, which is related to the existence of a suitable social and cultural atmosphere for the interaction of teachers with students, the interaction of teachers with each other, and school staff.

The aim of this study was to analyze the content of Thinking and Media Literacy book in High School Based on Instruction in critical evaluation of messages. The research method was content analysis. The research sample was the content (text, images, class discussion) of the 11th grade thinking and media literacy textbook, which was purposefully selected. The tool was a researcher-made checklist. The data were analyzed and reported at the level of quantitative description as well as the Shannon entropy technique. The results showed that the components of critical evaluation of messages were paid 51 times. And sensitivity to the backgrounds and backgrounds of the messages 8 frequency, considering the main text of the message and the arguments in it 3 frequency, recognizing different forms of the message including true / false, legal / illegal, valid / obsolete, good / offensive and harmful 14 frequency, The ability to combine different information and arrive at a wise interpretation of frequency 1 is the ability to infer the quality and destination of message frequency 7. According to the available frequencies, the importance coefficient of each component is 0.2004, 0.1997, 0.0593, 0.1828, 0.0219, 0.2739, 0.0593, 0.0027 respectively.

Reflective thinking is taken into consideration as a basis in educational systems. Moving towards civilization requires an education system that has a clear picture of basic and common concepts and presents its outstanding model. The present research aimed to provide a thematic network of reflective thinking in Shahid Motahhari's works. After reviewing documents of Shahid Motahhari's written references, concepts related to reflective thinking in his opinions were classified based on the principles of thematic analysis (Attride-Stirling method). The research results emerged in 59 basic themes, and then 12 organizing themes were detected: intellectual independence, ability to think, rational decision making, enlightenment, self-correction, critique, analysis, reasoning, holism, creativity, developmental personality, and evaluation. The interaction of the emerging themes is presented in a thematic network of reflective thinking (central theme) and is a suitable theoretical field for field and content research in the education system. The creation of this study chain can determine the place of reflective thinking in the fundamental development of the education system.

One of the important topics in the educational system that has been considered by researchers is thinking skills. Thinking skills are important interdisciplinary topics that can be used in various fields of humanities and social sciences. Therefore, the main purpose of this study was to study scientific thinking and reflective thinking and their relationship with research self-efficacy of graduate students. The research method was survey.

The sample size was 347 postgraduate students at Razi Universities, Medical Sciences University and Islamic Azad University of Kermanshah. Data were collected using a questionnaire.

Findings showed that all subscales of scientific thinking questionnaire including observation, inference, scientific practice, use of scientific theories and rules, social and cultural context, creativity and visualization, and use of scientific methods had a positive and significant relationship with research self-efficacy. There was no significant difference between gender and scientific thinking and research self-efficacy and between educational level and research self-efficacy. But there was a significant difference between educational level and scientific thinking. The results of Kruskal-Wallis test showed a significant difference between the type of university and scientific thinking. But, there was no significant difference between the type of university and research self-efficacy.

Generally, research self-efficacy is influenced by scientific thinking and reflective thinking. Proper teaching of scientific and thought-based thinking will increase students' research self-efficacy and affect their research performance.

The present study has predicted the conceptual model of the curriculum based on reflective thinking in the undergraduate course of educational sciences. This study is applied in terms of purpose and contextual in terms of method. The statistical population included two groups of all curriculum experts including 20 individuals and relevant guest lecturers totaling to 165 individuals in Islamic Azad Universities of Mazandaran province. To determine the sample size, in the statistical population of curriculum planning specialists, all members were selected as the available sample. The number teachers in the sample was 116 through Cochrane’s formula and stratified random sampling. Thus, a total sample of 136 people was selected. The data collection tool was a researcher-made questionnaire prepared with a nominal scale and a range of four options. After verifying the validity of the questionnaire, the reliability was estimated to be 0.92 by using Cronbach's alpha. In order to analyze the collected data, descriptive indices (frequency and percentage) and inferential statistics (chi-square) were used. The findings showed that the attention and application of the components of reflective thinking in the higher education system with emphasized by both groups.

The main purpose of this study is to investigate the educational role of teaching the family law jurisprudence materials on the reflective thinking of students at Valiasr University of Rafsanjan. This is a quasi-experimental study which employs a pretest-posttest design through experimental and control groups to achieve the objectives. The statistical population includes all undergraduate students of Valiasr University of Rafsanjan in the second semester of 2018-2019. The selected sample responded to the reflective thinking questionnaire of Kember et al. Gaining a score of 52-65 in the test, 120 people were found qualified to enter the study. Using simple random sampling method, the researchers selected 40 people and divided them into two groups of 20 members (constituting the experimental and control groups). The experimental group underwent 14 sessions of teaching the material of family law jurisprudence. By completion of the teaching sessions, the researchers repeated the test once more. Data analysis was performed at descriptive and inferential levels. There was a significant difference between the results of pretest and posttest in terms of the mean scores of the subscales of reflective thinking and the final reflective thinking. Proper teaching method and appropriate materials are important factors influencing the development of reflective thinking skills. Teaching the family law jurisprudence materials had a significant effect on increasing students' reflective thinking skills (the constituents of comprehension and critical thinking).

The purpose of this study is to investigate the importance of the curriculum implemented in high school to the development of reflective thinking.In this research is used descriptive method.The statistical population of this study was all the teachers who served in high schools in the city of Karaj during the academic year2014-2015,the sample of 201teachers was selected as the sample size using the Krejsi-Morgan table.Measurement tool in this research Researcher made questionnaire.The results of the study showed that the goals of the curriculum implemented in the high school from the perspective of the teachers at the lower level to the development of reflective thinking and the content of the implemented curriculum,the teaching methods and assessment used in high school from the perspective of the teachers at the low level to the development of reflective thinking.In addition, there is a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of teachers and Among the elements of the curriculum,the evaluation,content,teaching method and goal have the least attention to the development of reflective thinking.Finally, there is not a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of the teachers from the field of science and the level of education,and the type of discipline and the level of education in the attention of teachers to the development of reflective thinking does not affect the curriculum

The purpose of this study was to determine the effectiveness of flipped learning strategy on improving reflective thinking and all components of them in second grade high school male students in Math. The research method was semi-experimental with pre-test and post-test with a control group. And the statistical population of this study are all second grade high school male students in Ahar city in the academic year of 1396-1397; among them, samples of 46 were selected by cluster sampling method and randomly divided into two groups of experimental and control. Data were gathered using Kember and Leyong(2000) questionnaire. Initially, questionnaire was run as Pretest on both groups(experimental and control). Then, the experimental group was subjected to flipped learning strategy; and the control group was Traditional learning in mathematics course for 13 sessions. After completion of educational sessions, both Post-test groups were performed. Data were analyzed using descriptive and inferential statistics(multivariate covariance analysis). The results of the analysis of covariance showed that the flipped learning strategy was effective on reflective thinking. Also, based on the results, the effect of flipped learning on all components of reflective thinking (habit action, understanding, reflection, and critical reflection) is positive and meaningful.