The Educational Role of Teaching the Content of Family Law Jurisprudence in Students' Reflective Thinking

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).