This paper investigates the level of reflective practice amongst Saudi female postgraduate students at King Saud University. The study is quantitative in nature, whereby a reflective practice self-assessment scale was administered to assess the reflective practice of 201 female postgraduate students at KSU. The scale concentrates on five dimensions; the ability and freedom to reflect, questioning assumptions, considering others' viewpoints, using reflective methods/tools, and frequency of the refection on events. Findings of this study indicate that Saudi female postgraduate students at KSU reveal a decent level of reflective skills. Findings also display that there are some reflective requirements and skills which are more common in the scientific fields than they are in the literary fields. On the light of these results, recommendations for Saudi postgraduate instructors and program developers are provided accordingly.
This systematic review aims to explore the effect of NGSS on students' academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student's science-related values, respectful features of teachers' cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.
This study aimed to identify the mastery level of critical thinking skills amongst female middle school students in Saudi Arabia. A descriptive methodology was adopted, and Watson-Glaser scale for critical thinking was applied to a randomly selected sample of (611) students from several middle schools in Riyadh. The results showed that the mean scores of the student sample on the scale had reached (79.60) out of (133) for the whole scale, equevellent to (59.85%), which indicates that the mastery level of students' critical thinking is lower than the acceptable level in this research, which is (80.0%). Also, the results showed that there were differences in the level of critical thinking among students due to the grade level in favor of seventh-graders. This may also indicate that there is a decline in students' critical thinking as they grow up in the academic level, whick implies.
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